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Maaike Endedijk

Fellow Professor of Transformative learning for sustainable futures

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Publikationen

TitelJahr
Corrigendum to “How the goal changes the game: Team learning processes across team-development phases”[Learn. Context 3 (2026) 100022]
2026
Amber Kornet, Sebastian M Dennerlein, Maaike D Endedijk, Tijmen M Schipper
Learning in Context 3, 100027
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Autor:innen:Amber Kornet, Sebastian M Dennerlein, Maaike D Endedijk, Tijmen M Schipper
Publikationsdatum:06/01/2026
Journal:Learning in Context
Band:3
Seiten:100027
Herausgeber:Elsevier
Beschreibung:The authors regret to have made a mistake in the abstract, which says:“learning shifts from inter-team to intra-team learning”, this needs to be the other way around:“learning shifts from intra-team to inter-team learning”. The authors would like to apologise for any inconvenience caused.
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How the goal changes the game: Team learning processes across team-development phases
2026
Amber Kornet, Sebastian M Dennerlein, Maaike D Endedijk, Tijmen M Schipper
Learning in Context 3, 100022
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Autor:innen:Amber Kornet, Sebastian M Dennerlein, Maaike D Endedijk, Tijmen M Schipper
Publikationsdatum:06/01/2026
Journal:Learning in Context
Band:3
Seiten:100022
Herausgeber:Elsevier
Beschreibung:Organisations increasingly form temporary innovation teams to solve complex challenges. Prior research focused on how teams learn and suggests team learning processes changing over time, but context-rich empirical evidence is lacking. It remains unclear when, why and how these teams change learning processes across phases of team development. Therefore, this study used the punctuated equilibrium theory to explore team development and the interplay of cognitive and metacognitive team learning activities in meetings within these phases. We analysed video-recordings of eight teams across cases, to find indicators for transitions between phases. Results show that first goal statement and final goal adjustment trigger transitioning to a next phase, leading to three team development phases. Teams differ in their timing, which can be explained by context factors like environment, task complexity, team …
Ressourcen:[HTML] from sciencedirect.com
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The Rhythm of Learning: Het samenspel van leren, werk en technologie in tijden van transitie
2026
Maaike Endedijk
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Autor:innen:Maaike Endedijk
Publikationsdatum:04/09/2026
Herausgeber:University of Twente
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Aligning Learning and Development with Demands in Practice: Challenges and Learning Needs in the Heat Pump Installation Sector
2026
Mert Tütenkan, Maaike Endedijk, Sebastian Dennerlein, Tinting Zhu, Mahammadreza Farrokh…
15. IEA Heat Pump Conference (RWTH-2026-05785)
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Autor:innen:Mert Tütenkan, Maaike Endedijk, Sebastian Dennerlein, Tinting Zhu, Mahammadreza Farrokhnia, Wilko Rohlfs
Publikationsdatum:01/01/2026
Journal:15. IEA Heat Pump Conference
Ausgabe:RWTH-2026-05785
Herausgeber:Lehrstuhl für Wärme-und Stoffübertragung
Beschreibung:Aligning Learning and Development with Demands in Practice: Challenges and Learning Needs in the Heat Pump Installation Sector - RWTH Publications h1 h2 h3 h4 h5 h6 Logo RWTH Aachen RWTH Publications English Deutsch guest :: login Search Submit Personalize Your alerts Your baskets Your searches Your personal authority Record Help Information References (0) Discussion (0) Files Aligning Learning and Development with Demands in Practice: Challenges and Learning Needs in the Heat Pump Installation Sector Tütenkan, Mert ; Dennerlein, Sebastian ; Farrokhnia, Mahammadreza ; Zhu, Tinting ; Endedijk, Maaike ; Rohlfs, Wilko 2026 Konferenz/Event: 15. IEA Heat Pump Conference , Vienna , Austria , HPC 2026 , 2026-05-26 - 2026-05-29 Einrichtungen 1.Lehrstuhl für Wärme- und Stoffübertragung (412610) Dokumenttyp Contribution to a conference proceedings Format online Sprache English …
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Co-design methods as interface for boundary crossing in the design of educational technology: an explorative case study
2025
Carles Garcia-Lopez, Sebastian Maximilian Dennerlein, Carlos Martínez-Gaitero, Viktoria…
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Autor:innen:Carles Garcia-Lopez, Sebastian Maximilian Dennerlein, Carlos Martínez-Gaitero, Viktoria Pammer-Schindler, Maaike Endedijk, Angela Fessl
Publikationsdatum:12/10/2025
Beschreibung:Background: Educational technology has the potential to serve as a bridge between university and practice placements in healthcare settings, but its design requires collaboration among diverse stakeholders (eg, educators, clinical mentors, and students). Co-design facilitates the integration of diverse perspectives into the educational technology design process. Drawing on boundary crossing theory, co-design methods and their artefacts can serve as boundary objects ensuring effective communication and collaboration within the design team. While research has investigated design boundary objects, it has often neglected to explore co-design methods in terms of learning mechanisms for boundary crossing such as Identification, Coordination, Reflection and Transformation in the design of educational technology. Objectives: This paper explores how co-design methods function as design boundary objects and how they relate to learning mechanisms in the design of a mobile educational technology. This is relevant for designers and researchers of innovative educational technologies working in multidisciplinary teams. Methods: We conducted an exploratory case study of a one-year process to design mobile technology for healthcare education. Seven artefact-mediated interviews were carried out with participants involved in the design process and deductively analysed to examine the relationship between co-design methods and boundary crossing learning mechanisms. Results and Conclusions: Results indicate that co-design methods differ in their support of Identification, Coordination and Reflection for boundary crossing. This offers …
Ressourcen:[PDF] from researchsquare.com
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Shared team mental models when using Building Information Models in construction projects
2025
Sander Siebelink, Hans Voordijk, Maaike Endedijk, Arjen Adriaanse
Project Leadership and Society 6, 100180
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Autor:innen:Sander Siebelink, Hans Voordijk, Maaike Endedijk, Arjen Adriaanse
Publikationsdatum:12/01/2025
Journal:Project Leadership and Society
Band:6
Seiten:100180
Herausgeber:Elsevier
Beschreibung:This study explores Team Mental Models in the context of inter-organizational use of Building Information Models in construction. Through a multiple case study of four construction projects, it is shown that most of the variations in sharedness of mental models can be explained by geographical, organizational, and technological proximity of parties to the core project team. It is also indicated that the level of consensus on the use of Building Information Models is positively related with the project's Building Information Model maturity and that parties with a central role in a project team score higher on the level of the sharedness of mental models for the use of this technology. This study emphasizes significant risks and challenges in collaboration based on Building Information Models among project participants arising from variations in sharedness of mental models. It is crucial for project management to engage in …
Zitiert von:1
Ressourcen:[HTML] from sciencedirect.com
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Exploring professional vision of vet students and tutors: noticing, evaluating and reasoning about practice
2025
Sietse Brands, Maaike D Endedijk, Bas Kollöffel, Elwin R Savelsbergh
Vocations and learning 18 (1), 20
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Autor:innen:Sietse Brands, Maaike D Endedijk, Bas Kollöffel, Elwin R Savelsbergh
Publikationsdatum:12/01/2025
Journal:Vocations and learning
Band:18
Ausgabe:1
Seiten:20
Herausgeber:Springer Netherlands
Beschreibung:In dual vocational education and training (VET) programs, students learn across school and work contexts. Educators in both these contexts reside in different socio-cultural practices and can have different or even contradicting views on practice, influencing their guidance. In this study, we used the concept of professional vision to explore differing views on practice between participants with various educational roles, namely students, school teachers and workplace supervisors. In total, 11 students, 11 school teachers and seven workplace supervisors were asked to view the same set of five videos showing apprentices in the domain of underground infrastructure performing domain-specific tasks. Participants were asked to explain what they noticed in the videos and evaluate the apprentices’ performance. The data analysis consisted of a mixed-method approach. We quantitatively compared how educational roles …
Zitiert von:3
Ressourcen:[HTML] from springer.com
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Adaptive expertise development during work-based learning in higher education: A realist review
2025
Marleen Groenier, Anne Khaled, Jan Kamphorst, Tanja Tankink, Maaike Endedijk, Cornelia …
Vocations and Learning 18 (1), 11
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Autor:innen:Marleen Groenier, Anne Khaled, Jan Kamphorst, Tanja Tankink, Maaike Endedijk, Cornelia Fluit, Wietske Kuijer-Siebelink
Publikationsdatum:12/01/2025
Journal:Vocations and Learning
Band:18
Ausgabe:1
Seiten:11
Herausgeber:Springer Netherlands
Beschreibung:Higher education institutions are challenged to educate students for an uncertain future. Adaptive expertise (AE) is needed to thrive in an uncertain future: the ability to respond successfully to altered situations and changing circumstances. Work-based learning (WBL) environments would allow students to develop AE. However, knowledge about how WBL contributes to AE development in higher education is scarce. This paper reports on a realist review to understand and explain how, why and in what circumstances WBL leads to AE development. Three narratives illustrate how working in challenging conditions, interacting with others and stimulating a willingness to learn were associated with AE development through WBL as a result of shifts in perspective and thinking. Five work-based learning elements for AE development were identified: integrative challenging contexts, reflective practice, interacting with others …
Zitiert von:9
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Searching for Transactivity in a Collaborative Chat: Analysis of Novelty and Reference with GenAI
2025
David M Otten, Pantelis M Papadopoulos, Maryam A Haeri, Maaike D Endedijk
International Conference on Artificial Intelligence in Education, 156-163
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Autor:innen:David M Otten, Pantelis M Papadopoulos, Maryam A Haeri, Maaike D Endedijk
Publikationsdatum:07/21/2025
Journal:International Conference on Artificial Intelligence in Education
Seiten:156-163
Herausgeber:Springer Nature Switzerland
Beschreibung:Transactivity, or building on the contribution of a learning partner, is an essential part of collaboration. While previous studies often emphasize the context of knowledge co-construction, less attention has been given to the analysis of transactivity independent of task. Recent research opted for perceiving transactivity as having two core elements: novelty and reference. In this study, we have constructed a model operationalizing both elements as scales. Subsequently, we explored the use of ChatGPT for classifying novelty and reference, achieving acceptable inter-rater reliability with human raters. Our dataset consisted of 21 collaborative dialogues of a Computational Thinking assignment in dyads. Results indicated that reference was more continuously present while novelty appeared in peaks. Transactivity, likewise, appeared mostly in isolated peaks. Regarding dyadic collaboration, novelty was also found to be …
Zitiert von:1
Ressourcen:[PDF] from researchgate.net
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Supporting Peer Feedback Formulation in a Video-Based Digital Platform in Technical Vocational Education
2025
Sietse Brands, Bas Kollöffel, Elwin Savelsbergh, Maaike Endedijk
Vol. 2, Issue No. 1/2025: Vocational Education and Training Systems Between School and …
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Autor:innen:Sietse Brands, Bas Kollöffel, Elwin Savelsbergh, Maaike Endedijk
Publikationsdatum:06/01/2025
Journal:Vol. 2, Issue No. 1/2025: Vocational Education and Training Systems Between School and Company
Seiten:69
Beschreibung:Vocational education and training (VET) students often have difficulties with formulating peer feedback for various reasons. This is a problem as only well-argued peer feedback positively affects learning. Thus, supporting peer feedback formulation is desirable. This study explores the effectiveness of a prompt consisting of evaluative markers and sentence openers on the quality of peer feedback formulation. 48 VET students in a technical domain in the Netherlands watched the same five videos on practice and then provided peer feedback to the performers. An experimental group (24 students) had access to evaluative markers and sentence openers to support feedback formulation. The control group (24 students) did not have access to these supports. The generated feedback was analysed on feedback quality indicators and compared using independent sample t-tests. The results indicated that prompt-based supports can improve the quality of student-formulated peer feedback. We discuss the importance of carefully designed prompts and how they can contribute to better peer feedback formulation.
Ressourcen:[PDF] from uni-osnabrueck.de
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Exploring strategies for managing maturity variations among project partners: from underperformance and controlling weak links to stretching capabilities
2025
Sander Siebelink, Hans JT Voordijk, Maaike D Endedijk, Arjen M Adriaanse
Construction Management and Economics 43 (4), 243-261
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Autor:innen:Sander Siebelink, Hans JT Voordijk, Maaike D Endedijk, Arjen M Adriaanse
Publikationsdatum:04/03/2025
Journal:Construction Management and Economics
Band:43
Ausgabe:4
Seiten:243-261
Herausgeber:Routledge
Beschreibung:The construction industry has experienced digital transformation with the widespread adoption of Building Information Modelling (BIM). However, the implementation of BIM has not been uniform across construction organizations, leading to variations in their maturity levels in using BIM. Collaborative projects involving multiple organizations face challenges due to these variations. This study aims to investigate how these variations influence the overall project maturity. Contrary to the belief that project maturity is merely the average of partner maturities, this research reveals that project managers employ strategies to influence project maturity. These strategies involve adjusting ambitions, strategically limiting certain parties’ involvement, and fostering maturity development through structure and education. Consequently, project partners can achieve a project maturity level that surpasses their individual capabilities.
Zitiert von:1
Ressourcen:[PDF] from tandfonline.com
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Shape-shifting: How boundary objects affect meaning-making across visual, verbal, and embodied modes
2025
Ellen Nathues, Mark van Vuuren, Maaike D Endedijk, Matthias Wenzel
human relations 78 (3), 279-311
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Autor:innen:Ellen Nathues, Mark van Vuuren, Maaike D Endedijk, Matthias Wenzel
Publikationsdatum:03/01/2025
Journal:human relations
Band:78
Ausgabe:3
Seiten:279-311
Herausgeber:SAGE Publications
Beschreibung:Boundary objects help collaborators create shared meaning and coordinate their work across differences. Acknowledging the complex dynamics of such processes, we propose a multimodal alternative to studies’ traditionally static view of boundary objects and ask: How do boundary objects “shape-shift”? How do they emerge in varying forms across visual, verbal, and embodied modes, and in what ways does this “shape-shifting” affect meaning-making? Adopting a “strong” multimodal lens, we show how boundary objects expand in form as collaborative work proceeds through shifting shapes both across and within modes. We also show how they contract over time, reemerging exclusively in some and not other shapes, often in simplified forms. These dynamics both enable and constrain meaning-making. Expanding shapes of the boundary object allow collaborators to develop rich shared understandings …
Zitiert von:24
Ressourcen:[PDF] from sagepub.com
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Automatic Analysis of Transactivity in Collaborative Problem Solving Dialogues: The Relationship of Novelty and Reference
2025
David M Otten, Pantelis M Papadopoulos, Maryam A Haeri, Maaike D Endedijk
Proceedings of the 18th International Conference on Computer-Supported Collaborative Le…
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Autor:innen:David M Otten, Pantelis M Papadopoulos, Maryam A Haeri, Maaike D Endedijk
Publikationsdatum:01/01/2025
Journal:Proceedings of the 18th International Conference on Computer-Supported Collaborative Learning-CSCL 2025, pp. 321-325
Herausgeber:International Society of the Learning Sciences
Beschreibung:Recent research has proposed a two-dimensional model for transactivity, encompassing the elements of novelty and reference. In this study, we further operationalize this model by identifying three distinguish levels for each dimension and we examine the relationship of novelty and reference in a case study. Specifically, we employ ChatGPT for the automatic coding of 12 chat dialogues of collaborative problem solving and examine how novelty and reference change over time and when and how the dialogues become transactive. Results indicated that both novelty and reference are volatile, with isolated peaks or short transactive sequences within a dialogue without a gradual build-up. In addition, it was evident that it was easier for students to reach higher levels of reference with novelty levels lagging. The study provides preliminary insights into the nature and dynamics of transactive dialogue and offers a way to instructional designers for supporting transactivity in collaborative learning.
Ressourcen:[PDF] from isls.org
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Shared understanding o f the use of building information models in construction projects
2025
S Siebelink, H Voordijk, M Endedijk, A Adriaanse
Project Leader. Soc 100180
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Autor:innen:S Siebelink, H Voordijk, M Endedijk, A Adriaanse
Publikationsdatum:01/01/2025
Journal:Project Leader. Soc
Band:100180
Zitiert von:2
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Learning communities in het mkb: wat werkt?
2024
Margot van Rees, Amber Kornet, Stephan Corporaal, Maaike Endedijk
Tijdschrift voor HRM 27 (4), 36-65
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Autor:innen:Margot van Rees, Amber Kornet, Stephan Corporaal, Maaike Endedijk
Publikationsdatum:12/17/2024
Journal:Tijdschrift voor HRM
Band:27
Ausgabe:4
Seiten:36-65
Herausgeber:Amsterdam University Press
Beschreibung:Abstract NL Learning Communities (LC’s) worden gezien als een veelbelovende manier om leven lang ontwikkelen praktisch vorm te geven in organisaties. Tot nu toe zijn LC’s voornamelijk ontworpen voor theoretisch opgeleide medewerkers. Hoe LC’s kunnen worden vormgegeven voor gemixte groepen – waarin zowel theoretisch opgeleide als praktijkopgeleide medewerkers participeren – is nog onbekend terrein in onderzoek. We geven in dit artikel een beschrijving van de inrichting en uitvoering van vijf LC’s aan de hand van ontwerpprincipes gebaseerd op inzichten uit de HRM- en HRD-literatuur. Ook onderzoeken we de werkzaamheid middels een meervoudige casestudie. Uit het onderzoek blijkt dat het cruciaal is dat de LC niet groter is dan 12 personen, in samenhang met het dagelijkse werk wordt vormgegeven, dat zelfsturend leren in de LC begeleid wordt door een geschoolde en ervaren facilitator …
Ressourcen:[PDF] from aup-online.com
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Process competences to incorporate in higher education curricula
2024
SA Nijhuis, MD Endedijk, WFM Kessels, R Vrijhoef
Project Leadership and Society 5, 100105
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Autor:innen:SA Nijhuis, MD Endedijk, WFM Kessels, R Vrijhoef
Publikationsdatum:12/01/2024
Journal:Project Leadership and Society
Band:5
Seiten:100105
Herausgeber:Elsevier
Beschreibung:This study reports on a survey on project managers' priorities. The survey used ISO 21500 as a scaffold to ask various respondents, like junior, experienced, and senior project managers, project sponsors, and students, to share their perceptions on the priorities for junior project managers. The respondent groups shared similar perceptions. Furthermore, project type and sector had little effect on junior project managers' priorities. Experienced and senior project managers shared their own priorities as well. The perceptions of priorities for junior, experienced, and senior project managers were mostly alike. However, experienced and senior project managers' priorities seemed slightly more affected by project type and sector. A session with experts in project management and teaching project management highlighted that the results for junior project managers could provide accents for introducing project management …
Zitiert von:5
Ressourcen:[HTML] from sciencedirect.com
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Using a digital data analytic tool to capture dynamic change in coordination patterns: An exploratory study of the Apollo 13 mission
2024
Lida Z David, Marcella AMGM Hoogeboom, Maaike D Endedijk, Jan Maarten Schraagen
Applied ergonomics 121, 104345
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Autor:innen:Lida Z David, Marcella AMGM Hoogeboom, Maaike D Endedijk, Jan Maarten Schraagen
Publikationsdatum:11/01/2024
Journal:Applied ergonomics
Band:121
Seiten:104345
Herausgeber:Elsevier
Beschreibung:The operational environment of complex sociotechnical systems is inherently uncertain, demanding constant coordination restructuring to adapt to dynamic situational demands. However, coordination changes in the Human Factors and Ergonomics Field have primarily been studied using static methods, overlooking moment-by-moment adjustments. In the current study, we address coordination restructuring by using THEME, a digital analytical tool capable of visualising and exploring coordination restructuring from a multi-layered perspective. We examine restructuring in coordination patterns during NASA's Apollo 13 Mission, revealing significant shifts from stable, long-duration ‘coordination hubs' in routine operations to shorter-duration patterns during a crisis situation. Additionally, the results highlight the importance of flexible switching between reciprocal and one-directed coordination, along with enhanced …
Zitiert von:7
Ressourcen:[HTML] from sciencedirect.com
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The role of collaborative design methods in boundary crossing: Exploring learning processes of design boundary objects in a case study
2024
Angela Fessl, Sebastian Maximilian Dennerlein, Carles Garcia-Lopez, Carlos Martínez-Gai…
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Angela Fessl, Sebastian Maximilian Dennerlein, Carles Garcia-Lopez, Carlos Martínez-Gaitero, Viktoria Pammer-Schindler, Maaike Endedijk
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:172-173
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Stimulating innovative behaviour for professional development through learning communities
2024
Margot van Rees, Stijn Visschedijk, Maaike Endedijk
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Margot van Rees, Stijn Visschedijk, Maaike Endedijk
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:51-51
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Single case experimental designs to investigate change in professional learning and development over time
2024
Katrien Cuyvers, Maaike Endedijk, Regina H Mulder, L Romina Bornhaupt, Gerhard Messmann…
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Katrien Cuyvers, Maaike Endedijk, Regina H Mulder, L Romina Bornhaupt, Gerhard Messmann, Sebastian Ertl, David R Kolar
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:72-73
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Power relations and knowledge creation in a public-private collaboration
2024
Nathalie Schram-Wesselink, Ellen Nathues, Maaike Endedijk
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Nathalie Schram-Wesselink, Ellen Nathues, Maaike Endedijk
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:71-72
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Using the experience sampling method to support ongoing workplace learning processes in district nursing teams
2024
Inge Wolbers, Maaike Endedijk, Pieterbas Lalleman, Lisette Schoonhoven, Nienke Bleijenberg
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Inge Wolbers, Maaike Endedijk, Pieterbas Lalleman, Lisette Schoonhoven, Nienke Bleijenberg
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:46-48
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Uncovering informal learning processes with a mobile application: Comparing time-based and event-based experience sampling
2024
Nick Goossen, Sebastian Maximilian Dennerlein, Marcella AMG Hoogeboom, Maaike Endedijk
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Nick Goossen, Sebastian Maximilian Dennerlein, Marcella AMG Hoogeboom, Maaike Endedijk
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:43-44
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Zitiert von:1
Ressourcen:[PDF] from utwente.nl
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Validating quantitative engagement metrics in speech-to-text data on team interaction
2024
David Otten, Pantelis M Papadopoulos, Maryam Amir Heari, Rike Bron, Maaike Endedijk
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:David Otten, Pantelis M Papadopoulos, Maryam Amir Heari, Rike Bron, Maaike Endedijk
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:204-205
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Towards design principles for Immersive Virtual Reality simulation for professional learning: Results from two review studies
2024
Lisa Winkelman, Ilona Friso-van den Bos, Mireille Desirée Post-Hubers, Maaike Endedijk
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Lisa Winkelman, Ilona Friso-van den Bos, Mireille Desirée Post-Hubers, Maaike Endedijk
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:192-193
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:192 student interaction. They see students first and foremost as individuals and seek to find the most suitable learning method for everyone. In instructors’ view, the key skill is to build a confidential relation with students, which can be achieved by listening and placing oneself in students position. The instructors described their organizational culture as a constructive learning environment. The air force is an extremely close-knit unique community, where individuals with specific traits apply for pilot training. These traits are then reinforced by the demands of the profession. Instructors continuously evaluate students’ aptitude for success in this community where confidence is essential. A student has to commitment himself or herself to the organization’s values and ethical standards. Therefore, social skills are needed too. As role models, instructors aim to instill the organization’s culture–in which flight safety is the paramount goal–in students. The instructor is more than a teacher or a mentor; s/he is a sensei, who provides all-encompassing guidance to students and enables their growth into the fully-fledged member of a fighter pilot community. This study validates earlier research on teaching of demanding psychomotor skills and on expertise development. This study emphasizes the significance of learning environment and organizational culture, eg, constructive, social, experience-based learning with experts is highlighted. Instruction and learning happen both consciously and unconsciously. We have put instructors’ tacit information into words. The presented novel results could be applicable in other training organization as well by pinpointing the …
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Objects supporting collaborative knowledge creation in cross-functional teams
2024
Amber Kornet, Sebastian Maximilian Dennerlein, Maaike Endedijk, Tijmen M Schipper
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Amber Kornet, Sebastian Maximilian Dennerlein, Maaike Endedijk, Tijmen M Schipper
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:69-70
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Combining learning and reflexivity to define, refine, and attain team goals in cross-functional learning communities
2024
Amber Kornet, Sebastian Maximilian Dennerlein, Maaike Endedijk, Tijmen M Schipper
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Amber Kornet, Sebastian Maximilian Dennerlein, Maaike Endedijk, Tijmen M Schipper
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:48-49
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Reflective practices in vocational training: A video-based approach to student evaluation and teacher engagement
2024
Sietse Brands, Bas Kollöffel, Maaike Endedijk, Elwin R Savelsbergh
EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional…
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Autor:innen:Sietse Brands, Bas Kollöffel, Maaike Endedijk, Elwin R Savelsbergh
Publikationsdatum:08/01/2024
Journal:EARLI SIG 14: Learning On-the-Go: Understanding the Dynamics of Continuous Professional Development in a Tech-Driven World
Seiten:169-170
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Roundtable 1.1 Challenges of understanding, measuring, and supporting the dynamics of production workers‘ learning-on-the-go in the Smart Industry sector
2024
Maaike Endedijk, Akvilė Bouwens, Marcella AMG Hoogeboom, Suzanne Janssen, Jessie Koen, …
EARLI SIG14 Conference 2024: Learning On-the-Go: Understanding the dynamics of continuo…
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Autor:innen:Maaike Endedijk, Akvilė Bouwens, Marcella AMG Hoogeboom, Suzanne Janssen, Jessie Koen, Lisa Winkelman
Publikationsdatum:08/01/2024
Journal:EARLI SIG14 Conference 2024: Learning On-the-Go: Understanding the dynamics of continuous professional development in a tech-driven world. Abstract Book
Seiten:52-53
Herausgeber:EARLI SIG (European Association for Research on Learning and Instruction).
Beschreibung:Faculty of Education and Psychology in the University of Jyväskylä is organizing the EARLI SIG14 conference in Jyväskylä. The biennial EARLI SIG14 is an international three-day event. The conference is a forum that brings together researchers from different backgrounds who focus on studying work and education as contexts for professional learning and development. SIG14 focuses on the following research topics and themes:
Ressourcen:[PDF] from utwente.nl
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Nurses‘ self-regulated learning in clinical wards: important insights for nurse educators from a multi-method research study
2024
Katrien Cuyvers, Catharina Van Oostveen, Maaike D Endedijk, Veerle Struben
Nurse Education Today 137, 106179
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Autor:innen:Katrien Cuyvers, Catharina Van Oostveen, Maaike D Endedijk, Veerle Struben
Publikationsdatum:06/01/2024
Journal:Nurse Education Today
Band:137
Seiten:106179
Herausgeber:Churchill Livingstone
Beschreibung:Central in nurse education curricula stands the preparation of future nurses to work in quickly evolving, dynamic, clinical wards. Learning in the flow of work plays a pivotal role in initial nurse education, but also during continuous professional development. To drive their ongoing development, nurses need competency in self-regulation of learning (SRL). Despite the importance of SRL in the clinical workplace for all (future) healthcare professionals, research on self-regulated workplace learning (SRwpL) of nurses and future nurses in clinical wards is underdeveloped. This study aims to enhance the conceptual understanding of SRwpL strategies and practices in clinical nursing wards and to offer insights for designing effective educational interventions supporting the facilitation and development of (future) nurses' SRwpL in the clinical ward. A multi-actor, multi-method perspective was adopted to qualitatively …
Zitiert von:17
Ressourcen:[HTML] from sciencedirect.com
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Conceptualizing resilience through a temporal lens: the role of interaction dynamics
2024
Lida Z David, AMGM Hoogeboom, Jan Maarten Schraagen, Maaike D Endedijk
10th Resilience Engineering Symposium: Resilience at frontiers, frontiers of resilience
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Autor:innen:Lida Z David, AMGM Hoogeboom, Jan Maarten Schraagen, Maaike D Endedijk
Publikationsdatum:01/01/2024
Journal:10th Resilience Engineering Symposium: Resilience at frontiers, frontiers of resilience
Beschreibung:Systems working in complex, dynamic environments, are required to be resilient; not only withstand changes, but also find new means by which to deal with surprises and unexpected events. Resilience Engineering has developed a multitude of methods to investigate and map system properties or perform accident analyses after such events, but most of them adopt a reductionist, static approach to studying resilience. However, capturing the process by which systems stretch their boundaries to extend their adaptive capacity, or understanding the triggers of emergent system resources, requires a fine-grained analysis of moment-to-moment interactions that remains limited within RE. Interaction dynamics, referring to the behaviours that develop during an event, changing and forming different patterns of interaction as time unfolds, are a key means of mapping system resilience as graceful extensibility. In this paper we outline how interaction dynamics can be used in resilience research, and discuss how finite resources, responses, and system priorities can be extended and understood from within the emergence and adaptation of interaction dynamics. We also point out the advantages of researching interaction dynamics not only during accidents that have led to collapse, but also during surprise events where systems have managed to stretch their adaptive capacity.
Zitiert von:1
Ressourcen:[PDF] from researchgate.net
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Perk or peril? Making sense of member differences when interorganizational collaboration begins
2023
Ellen Nathues, Maaike D Endedijk, Mark van Vuuren
Small Group Research 54 (5), 708-748
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Autor:innen:Ellen Nathues, Maaike D Endedijk, Mark van Vuuren
Publikationsdatum:10/01/2023
Journal:Small Group Research
Band:54
Ausgabe:5
Seiten:708-748
Herausgeber:SAGE Publications
Beschreibung:Team member differences can be found in various characteristics and be seen as both perks and perils. But what makes one group focus on certain dimensions and differences’ positive implications, while another collective notices other aspects and sees trouble ahead? We address this question in the context of interorganizational teams’ first stages, when impressions are limited and valuations must be made promptly. Our findings from in-depth interviews offer a sensemaking perspective on perceived otherness and explicate when and why differences are interpreted as helping or hindering collaborative practices. Moreover, we illuminate how coorientation and representation dynamics shape otherness perceptions and valuations.
Zitiert von:6
Ressourcen:[PDF] from sagepub.com
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STEM students’ academic well-being at university before and during later stages of the COVID-19 pandemic: A cross-sectional cohort and longitudinal study
2023
Lianne Aarntzen, Marlon Nieuwenhuis, Maaike D Endedijk, Ruth van Veelen, Saskia M Kelders
Sustainability 15 (19), 14267
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Autor:innen:Lianne Aarntzen, Marlon Nieuwenhuis, Maaike D Endedijk, Ruth van Veelen, Saskia M Kelders
Publikationsdatum:09/27/2023
Journal:Sustainability
Band:15
Ausgabe:19
Seiten:14267
Herausgeber:MDPI
Beschreibung:This paper offers an indepth analysis of the impact of the COVID-19 pandemic on STEM students’ academic well-being beyond the initial stages of the pandemic. We draw upon a unique self-collected cross-sectional cohort dataset (n = 990, prepandemic and pandemic first-year STEM students) and longitudinal dataset (n = 170, students who started their studies pre-pandemic and are in their second year during the pandemic). Study 1 revealed that STEM students’ academic well-being during the COVID-19 pandemic was lower than before its onset, as shown when comparing a pre-pandemic and pandemic cohort of first-year students and from analyzing first-year students’ changes in academic well-being over time (i.e., lower academic satisfaction, belonging, efficacy and persistence intentions). Study 2 showed that especially COVID-19-related worries regarding academic enjoyment and study progress were related to STEM students’ decreased academic well-being, both for first and second-year students. Study 3 demonstrated that both peer support and faculty support contributed to higher academic well-being among first and second-year STEM students during the pandemic. These findings benefit policymakers and higher education institutions as they provide insight in how to safeguard sustainable academic well-being for STEM students in times of crisis or challenge.
Zitiert von:8
Ressourcen:[HTML] from mdpi.com
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Coauthoring collaborative strategy when voices are many and authority is ambiguous
2023
Ellen Nathues, Maaike Endedijk, Mark van Vuuren
Strategic Organization 21 (3), 683-708
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Autor:innen:Ellen Nathues, Maaike Endedijk, Mark van Vuuren
Publikationsdatum:08/01/2023
Journal:Strategic Organization
Band:21
Ausgabe:3
Seiten:683-708
Herausgeber:SAGE Publications
Beschreibung:In interorganizational teams, processes are more complex and structures less clear than in intraorganizational settings. Different perspectives come together and authoritative positions are often ambiguous, which makes establishing what to do problematic. We adopt a ventriloquial analytical lens and pose the question: How exactly do interorganizational team members build a collaborative strategy under these conditions, in their situated interactions? Our findings show how many different voices (individual, organizational, team, and other) shape members’ strategy-making and reveal these voices’ performative authoritative effects: Members established their team’s strategy and produced the needed authority to do so through three coauthoring practices, namely, the proposition, appropriation, and expropriation of voices. When members switched between the practices and different voices, these voices were either …
Zitiert von:34
Ressourcen:[PDF] from sagepub.com
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A social regulation perspective on team reflexivity: the development of an analytical framework
2023
Marijn Wijga, Maaike D Endedijk, Bernard P Veldkamp
Vocations and Learning 16 (2), 251-291
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Autor:innen:Marijn Wijga, Maaike D Endedijk, Bernard P Veldkamp
Publikationsdatum:07/01/2023
Journal:Vocations and Learning
Band:16
Ausgabe:2
Seiten:251-291
Herausgeber:Springer Netherlands
Beschreibung:Teams are nowadays seen as the cornerstones of organizations. Previous research has shown that team reflexivity is positively related to team performance. Traditionally, team reflexivity is conceptualized as a process that occurs during transition moments, ignoring reflexive moments during teams’ action phases. Moreover, most studies used self-reported questionnaires and cross-sectional designs and thus provided limited insights into how team reflexivity unfolds during both the action and transition phases of teams. In this study, we adopt a social regulation perspective to develop an analytical framework to study team reflexivity in the flow of work. The study was conducted in a software development setting and included 50 h of video recordings of different types of team meetings of six professional self-managing teams (a total of 33 team members). Using concepts from social regulation theory as developed in …
Zitiert von:9
Ressourcen:[HTML] from springer.com
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Opportunities and challenges of using simulation technology and wearables for skill assessment
2023
Marleen Groenier, Martin Schmettow, FR Halfwerk, Maaike Endedijk
28th Annual Meeting of the Society for Simulation Applied to Medicine, SESAM 2023: Shap…
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Autor:innen:Marleen Groenier, Martin Schmettow, FR Halfwerk, Maaike Endedijk
Publikationsdatum:06/14/2023
Journal:28th Annual Meeting of the Society for Simulation Applied to Medicine, SESAM 2023: Shaping the future of simulation together
Beschreibung:Virtual reality (VR) simulators and wearables offer opportunities for more objective and timely feedback on skill acquisition. They are promising tools for real-time performance assessment at the level of the individual and the team. VR simulators and wearables allow for fine-grained analyses of patterns in performance and continuous monitoring of learning processes. For example, specific performance measures can be used to monitor and predict trainees’ learning curves for open and minimally invasive surgery skills. Critical moments in team interactions can be identified by detecting physiological changes or speech features with wearables. However, much is still unknown about using and combining these technologies with traditional measures like expert judgment. Our goal is to clarify the opportunities and challenges of using technology for individual and team skill assessment by presenting our experiences with using these tools in various settings.
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Gas Erop! Handleiding voor het opzetten van Learning Communities in de installatiebranche. Universiteit Twente
2023
MD Endedijk, M Post-Hubers, S Corporaal, A Kornet, M Van Rees, M Disberg–van Geloven, B…
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Autor:innen:MD Endedijk, M Post-Hubers, S Corporaal, A Kornet, M Van Rees, M Disberg–van Geloven, B Wiefferink, T Schipper
Publikationsdatum:01/01/2023
Zitiert von:2
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Exploring VET student, workplace and school tutor viewing and evaluation of work practice
2023
Sietse Brands, B Kollöffel, Elwin Savelsbergh, Maaike Endedijk
Earli
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Autor:innen:Sietse Brands, B Kollöffel, Elwin Savelsbergh, Maaike Endedijk
Publikationsdatum:01/01/2023
Journal:Earli
Beschreibung:Exploring VET student, workplace and school tutor viewing and evaluation of work practice - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Exploring VET student, workplace and school tutor viewing and evaluation of work practice Sietse Brands, B. Kollöffel, Elwin Savelsbergh, Maaike Endedijk Sub Science Education Science Education University of Twente extern Utrecht University of Applied Sciences Research output: Contribution to conference › Paper › Professional Overview Original language English Publication status Published - 2023 Event Earli - Thessaloniki Greece Duration: 22 Aug 2023 → 28 Oct 2023 Conference Conference Earli Period 22/08/23 → 28/10/23 Cite this APA Author BIBTEX …
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Professional Identity Of Female Engineering Graduates: An Exploration Of Identity Status Through Life History Research
2023
Natascha VAN HATTUM-JANSSEN, Maaike D ENDEDIJK
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Autor:innen:Natascha VAN HATTUM-JANSSEN, Maaike D ENDEDIJK
Publikationsdatum:01/01/2023
Herausgeber:Technological University Dublin
Beschreibung:The number of students entering engineering programmes is too low to meet the need for engineering graduates. Still, many leave for jobs outside the technical sector right after graduation. Professional identity is a concept that helps to explain why they stay in or leave the technical sector (Cech 2014). It is the result of the process of professional socialisation. This study uses life history research to understand the professional socialisation of engineering graduates from kindergarten age until a few years after graduation. An analysis of the life experiences of male and female engineering graduates shows differences in how they describe moments of choice, reflecting different professional identity statuses of male and female graduates.
Ressourcen:[PDF] from tudublin.ie
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Effective characteristics of professional development programs for science and technology education
2022
Mireille D Hubers, Maaike D. Endedijk, Klaas Van Veen
Professional Development in Education 48 (5), 827-846
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Autor:innen:Mireille D Hubers, Maaike D. Endedijk, Klaas Van Veen
Publikationsdatum:10/20/2022
Journal:Professional Development in Education
Band:48
Ausgabe:5
Seiten:827-846
Herausgeber:Routledge
Beschreibung:Science and technology education has become increasingly important. However, for most teachers, it is challenging to provide this content. Therefore, professional development programmes are used to support teachers in this regard. In this qualitative study, effective characteristics that should be present in such programmes were identified. Moreover, four particular professional development programmes were investigated to see whether they included these characteristics. Eleven review studies and meta-analyses were analysed to identify the effective characteristics of professional development programmes for science and technology education. Five content characteristics were distinguished: focus, activities, collaboration, coherence of content, and duration. In addition, three contextual characteristics were distinguished: coherence with context, individual factors, and organisational factors. The materials from …
Zitiert von:127
Ressourcen:[PDF] from tandfonline.com
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Investigating interaction dynamics: A temporal approach to team learning
2022
Lida Z David, Maaike D Endedijk, Piet Van den Bossche
Methods for researching professional learning and development: Challenges, applications…
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Autor:innen:Lida Z David, Maaike D Endedijk, Piet Van den Bossche
Publikationsdatum:08/31/2022
Journal:Methods for researching professional learning and development: Challenges, applications and empirical illustrations
Seiten:187-209
Herausgeber:Springer International Publishing
Beschreibung:Teams are at the core of every organisation, composed of individuals who continuously collaborate, exchange knowledge and ideas, and constantly learn from one another through formal or informal learning experiences. Team learning is therefore a continuously changing phenomenon that develops and evolves over time as teams interact. In this chapter, we aim to promote the investigation of team learning as a temporal phenomenon, and suggest that its temporality can be captured through team interaction dynamics, defined as continuously changing patterns of micro-behaviours that emerge and evolve as teams operate. We set three key steps for initiating and leading research that captures temporality: (a) identifying the interaction dynamics of interest, (b) figuring out the best way to collect and code these, and finally (c) choosing an analysis technique that helps capture continuously and sequentially unfolding …
Zitiert von:16
Ressourcen:[PDF] from utwente.nl
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Towards a Framework for Guiding the Socio-technical Reflection of Ethical Issues in Technology Enhanced Learning
2022
Sebastian Maximilian Dennerlein, Stefan Schweiger, Christof Wolf-Brenner, Robert Gutoun…
11th EARLI SIG14 Learning and Professional Development Conference 2022
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Autor:innen:Sebastian Maximilian Dennerlein, Stefan Schweiger, Christof Wolf-Brenner, Robert Gutounig, Viktoria Pammer-Schindler, Maaike Endedijk
Publikationsdatum:08/17/2022
Journal:11th EARLI SIG14 Learning and Professional Development Conference 2022
Beschreibung:In society, there is a rising interest to consider ethical principles when designing technology, and particularly technology for learning [1]. To mitigate concerning consequences of using technologies, so-called ethical issues, technology-enhanced learning (TEL) design-teams must reflect on when and how humans interact with technology, which is where ethical issues arise. However, there is no guidance of how to structure and trace reflection alongside alternating phases of technology development and use. In this design-based research, we developed and pilot-tested an ethical-by-design framework [2, 3] to guide reflection of interprofessional design-teams. We used sociotechnical system theory [4] to build a framework (Fig. 1) that explicates human involvement in collaborative-design [5] and stimulates ethical reflection [6] at these sociotechnical interactions (STIs). Humans have different roles in technology development and use, such as frontend developer or student and, according to their role, technological and ethical aspects of the reflection object differ. The framework, therefore, understands ethical issues as expressions of sociotechnical systems, and their inherent more-detailed sociotechnical interactions. Principles of modelling include the specification of the reflection object [7] with respect to STIs and ethical principles [8], and formulating ethical reflection prompts in the form of questions. We suggest tracing convergent evidence on the emergence and resolution of issues alongside design iterations [9]. To test this framework, we carried out a secondary case analysis [10] in an innovation initiative [11]. TEL prototypes were designed in a …
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A first attempt in shaping learning communities for the energy transition
2022
Margot van Rees, Mirte Disberg-van Geloven, Amber Kornet, Stephan Corporaal, Maaike End…
CLIMA 2022 conference
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Autor:innen:Margot van Rees, Mirte Disberg-van Geloven, Amber Kornet, Stephan Corporaal, Maaike Endedijk
Publikationsdatum:05/17/2022
Journal:CLIMA 2022 conference
Beschreibung:Learning communities (LCs) can be seen as an promising concept to shape professional development and thereby enhance innovation for the energy transition. However, as the design of an LC is dependent on the needs of the participating organizations and the problems they want to solve, no general blue prints are available for shaping an LC. Therefore, this study aims to find an answer to the question: How should LCs for the energy transition be designed to support participants’ professional development and stimulate innovation? First, a literature study and needs assessment was conducted at eight SMEs in the installation sector, which led to an LC prototype. The LC prototype was then tested in four different SME’s which eventually provided an LC prototype for the installation sector that stimulates professional development and innovation.
Zitiert von:7
Ressourcen:[PDF] from tudelft.nl
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Self-regulation of professional learning: towards a new era of research
2022
Maaike D Endedijk, Katrien Cuyvers
Research approaches on workplace learning: insights from a growing field, 219-237
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Autor:innen:Maaike D Endedijk, Katrien Cuyvers
Publikationsdatum:03/01/2022
Journal:Research approaches on workplace learning: insights from a growing field
Seiten:219-237
Herausgeber:Springer International Publishing
Beschreibung:In the workplace, employees are increasingly expected to take responsibility for their own professional learning. However, there is high variability in the capability of professionals to self-regulate their own learning. Previous descriptive and explanatory studies on self-regulation of professional learning (SRpL) have explored the operationalization of SRpL and provided insights in what personal and contextual factors benefit engagement in this self-regulated learning process. However, in-depth research on the process of how professionals regulate their learning intertwined with their daily work in various social constellations is scarce. Also, insights in how we can support professionals’ self-regulation of their learning at work are limited, but highly needed. In this chapter we give an overview of the state-of-the-art of current research on SRpL. Moreover, we identified and explored three avenues to forward research on …
Zitiert von:29
Ressourcen:[PDF] from utwente.nl
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Guiding Evaluation in the Field of the Energy Transition
2022
L Hirose, SM Dennerlein, L de Jong, MD Endedijk
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Autor:innen:L Hirose, SM Dennerlein, L de Jong, MD Endedijk
Publikationsdatum:01/01/2022
Zitiert von:2
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The paths and parts one picture paints: Tracing a visual’s multimodal and relational boundary work in an interorganizational team
2022
Ellen Nathues, Mark van Vuuren, Maaike Endedijk
72nd Annual Conference of the International Communication Association, ICA 2022
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Autor:innen:Ellen Nathues, Mark van Vuuren, Maaike Endedijk
Publikationsdatum:01/01/2022
Journal:72nd Annual Conference of the International Communication Association, ICA 2022
Beschreibung:The paths and parts one picture paints: Tracing a visual’s multimodal and relational boundary work in an interorganizational team - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation The paths and parts one picture paints: Tracing a visual’s multimodal and relational boundary work in an interorganizational team Ellen Nathues, Mark van Vuuren, Maaike Endedijk Communication Science Digital Society Institute Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - 2022 Event 72nd Annual Conference of the International Communication Association, ICA …
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Perk or peril? Making sense of difference at the start of interorganizational collaboration
2022
Ellen Nathues, Maaike Endedijk, Mark van Vuuren
11th EARLI SIG14 Learning and Professional Development Conference 2022
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Autor:innen:Ellen Nathues, Maaike Endedijk, Mark van Vuuren
Publikationsdatum:01/01/2022
Journal:11th EARLI SIG14 Learning and Professional Development Conference 2022
Beschreibung:Perk or peril? Making sense of difference at the start of interorganizational collaboration - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Perk or peril? Making sense of difference at the start of interorganizational collaboration Ellen Nathues, Maaike Endedijk, Mark van Vuuren Digital Society Institute Communication Science Research output: Contribution to conference › Abstract › Academic Overview Research output (1) Original language English Publication status Published - 2022 Event 11th EARLI SIG14 Learning and Professional Development Conference 2022 - Paderborn University, Paderborn, Germany Duration: 17 Aug …
Zitiert von:1
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Scaffolding meaning making through annotated videoanalysis: A literature review
2022
Sietse Brands, Bas Kollöffel, Elwin R Savelsbergh, Maaike Endedijk
11th EARLI SIG14 Learning and Professional Development Conference 2022
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Autor:innen:Sietse Brands, Bas Kollöffel, Elwin R Savelsbergh, Maaike Endedijk
Publikationsdatum:01/01/2022
Journal:11th EARLI SIG14 Learning and Professional Development Conference 2022
Beschreibung:Scaffolding meaning making through annotated videoanalysis: A literature review - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Scaffolding meaning making through annotated videoanalysis: A literature review Sietse Brands, Bas Kollöffel, Elwin R. Savelsbergh, Maaike Endedijk Digital Society Institute Research output: Contribution to conference › Other › Academic Overview Original language English Publication status Published - 2022 Event 11th EARLI SIG14 Learning and Professional Development Conference 2022 - Paderborn University, Paderborn, Germany Duration: 17 Aug 2022 → 19 Aug 2022 Conference number: 11 …
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Exploring noticing behaviors in technical vocational education to foster effective feedback on workplace situations
2022
Sietse Brands, Bas Kollöffel, Elwin R Savelsbergh, Maaike Endedijk
11th EARLI SIG14 Learning and Professional Development Conference 2022
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Autor:innen:Sietse Brands, Bas Kollöffel, Elwin R Savelsbergh, Maaike Endedijk
Publikationsdatum:01/01/2022
Journal:11th EARLI SIG14 Learning and Professional Development Conference 2022
Beschreibung:Exploring noticing behaviors in technical vocational education to foster effective feedback on workplace situations - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Exploring noticing behaviors in technical vocational education to foster effective feedback on workplace situations Sietse Brands, Bas Kollöffel, Elwin R. Savelsbergh, Maaike Endedijk Digital Society Institute Research output: Contribution to conference › Other › Academic Overview Original language English Publication status Published - 2022 Event 11th EARLI SIG14 Learning and Professional Development Conference 2022 - Paderborn University, Paderborn, …
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Toward the incorporation of temporal interaction analysis techniques in modeling and understanding sociotechnical systems
2022
Lida Z David, Jan Maarten Schraagen, Maaike Endedijk
Human Factors and Ergonomics in Manufacturing & Service Industries 32 (1), 35-49
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Autor:innen:Lida Z David, Jan Maarten Schraagen, Maaike Endedijk
Publikationsdatum:01/01/2022
Journal:Human Factors and Ergonomics in Manufacturing & Service Industries
Band:32
Ausgabe:1
Seiten:35-49
Beschreibung:The increased complexity of modern sociotechnical systems (STS) necessitates the need for a manageable representation of their attributes, to augment our understanding and enable the development of ways through which we can increase their effectiveness, efficiency, and safety. Although many of the methodologies developed in the Human Factors domain map and investigate system properties and network structures, the inclusion of the temporal dimension in the analysis of STS remains limited. In this paper we present how modeling and visualization of STS can be augmented with the incorporation of temporal interaction analysis techniques that enable a micro‐level, fine‐grained analysis of data. We provide an overview of temporal analysis techniques by breaking down their main function, requirements, types of research questions they can address, and the visualization properties they offer, attempting to …
Zitiert von:14
Ressourcen:[PDF] from wiley.com
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Optimal Onboarding: How do you ensure that technical professionals feel at home and can use their talents optimally in their new job
2021
Lianne Aarntzen, Maaike Endedijk, Ruth van Veelen, Casper HW de Jong
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Autor:innen:Lianne Aarntzen, Maaike Endedijk, Ruth van Veelen, Casper HW de Jong
Publikationsdatum:12/17/2021
Beschreibung:Optimal Onboarding: How do you ensure that technical professionals feel at home and can use their talents optimally in their new job - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Optimal Onboarding: How do you ensure that technical professionals feel at home and can use their talents optimally in their new job Lianne Aarntzen, Maaike Endedijk, Ruth van Veelen, Casper HW de Jong Digital Society Institute Research output: Book/Report › Report › Professional Overview Original language English Number of pages 12 Publication status Published - 17 Dec 2021 Cite this APA Author BIBTEX Harvard Standard RIS Vancouver …
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Communities of practice: Jean lave and Étienne Wenger
2021
David Gijbels, Maaike Endedijk, Tim Hirschler
Theories of workplace learning in changing times, 146-154
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Autor:innen:David Gijbels, Maaike Endedijk, Tim Hirschler
Publikationsdatum:08/25/2021
Journal:Theories of workplace learning in changing times
Seiten:146-154
Herausgeber:Routledge
Beschreibung:During the past 10 years, the organisation has developed a very strong practice of self-organisation, which is fundamental for the healthcare professionals providing very high-level care, with both happy professionals and clients. This operating philosophy has enabled the organisation to keep caring for their clients well, and treating them like individuals, even in difficult times. Legitimate peripheral participation (LPP) means in other words that learning is seen as a situated activity in social practice. LPP is an analytical viewpoint on learning, a way of understanding learning. An important characteristic of such a community is its continual striving for new and better ways to work. This anticipatory learning is the very nature of the practice that determines full membership of such a community. The community creates the structure in which they engage in thinking together, and in this way share their tacit knowledge and …
Zitiert von:10
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From classic perspectives on learning to current views on learning
2021
Mien Segers, Maaike Endedijk, David Gijbels
Theories of workplace learning in changing times, 3-14
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Autor:innen:Mien Segers, Maaike Endedijk, David Gijbels
Publikationsdatum:08/25/2021
Journal:Theories of workplace learning in changing times
Seiten:3-14
Herausgeber:Routledge
Beschreibung:In this chapter, the authors describe some of the core paradigms and viewpoints on learning relevant for workplace learning. The idea of stimulus-response is at the heart of the behaviourist perspective whereby learning is described as reacting to stimuli in the environment and the goal of learning is to tap into stimulus-response parings that already exist to form new stimulus-response patterns. This type of ‘classical conditioning’ was at the heart of the famous experiment by Pavlov, in which a dog was presented food together with sound of a bell. Over the years, social learning theory gradually adopted a more cognitive approach to understand the black box between stimulus and response. Social cognitivists propose the interplay between behaviour, person, and the environment. A powerful idea behind professional learning analytics is that by making both formal and informal learning processes visible …
Zitiert von:11
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Understanding barriers to BIM implementation: Their impact across organizational levels in relation to BIM maturity
2021
Sander Siebelink, Hans Voordijk, Maaike Endedijk, Arjen Adriaanse
Frontiers of Engineering Management 8 (2), 236-257
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Autor:innen:Sander Siebelink, Hans Voordijk, Maaike Endedijk, Arjen Adriaanse
Publikationsdatum:06/01/2021
Journal:Frontiers of Engineering Management
Band:8
Ausgabe:2
Seiten:236-257
Herausgeber:Higher Education Press
Beschreibung:This multiple case study of a contracting firm contributes to understanding the barriers that organizations face during the implementation of building information modeling (BIM) by providing insights into the impact of these barriers across different organizational levels (i.e., from top management to project teams) and by relating these barriers to different degrees of BIM maturity. First, we observe the dominance of barriers related to the motivation, competence, and time capacity of people across all levels of an organization. Second, the cluster of barriers at the middle-management level highlights the important role of this level in reducing these barriers. Third, only those cases with a low level of BIM maturity have struggled with lack of top management support, thereby highlighting the importance of such support in achieving BIM maturity growth. High BIM maturity situations are more prone to externally oriented barriers …
Zitiert von:176
Ressourcen:[PDF] from springer.com
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Coauthoring direction when voices are many and authority is ambiguous
2021
Ellen Nathues, Maaike Endedijk, Mark van Vuuren
71st Annual International Communication Association conference 2021
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Autor:innen:Ellen Nathues, Maaike Endedijk, Mark van Vuuren
Publikationsdatum:05/01/2021
Journal:71st Annual International Communication Association conference 2021
Beschreibung:Coauthoring direction when voices are many and authority is ambiguous - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Coauthoring direction when voices are many and authority is ambiguous Ellen Nathues, Maaike Endedijk, Mark van Vuuren Communication Science Research output: Contribution to conference › Paper › peer-review Overview Prizes (1) Original language English Publication status Published - May 2021 Event 71st Annual International Communication Association conference 2021 - Virtual (due to pandemic), United States Duration: 27 May 2021 → 31 May 2021 Conference number: 71 Conference Conference …
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The process of slowing down in clinical reasoning during ultrasound consultations
2021
Marleen Groenier, Noor Christoph, Carmen Smeenk, Maaike D Endedijk
Medical education 55 (2), 242-251
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Autor:innen:Marleen Groenier, Noor Christoph, Carmen Smeenk, Maaike D Endedijk
Publikationsdatum:02/01/2021
Journal:Medical education
Band:55
Ausgabe:2
Seiten:242-251
Beschreibung:Objectives In clinical reasoning, clinicians need to switch between automatic and effortful reasoning to solve both routine and non‐routine problems. This requires the ability to recognise when a problem is non‐routine and adapt one's reasoning mode accordingly, that is to ‘slow down’ the reasoning process. In the current study, we explored the process of these transitions between automatic and effortful reasoning by radiologists who performed ultrasound examinations during consultations at the polyclinic. Methods Manifestations of slowing down in clinical reasoning were explored in 41 out‐patient consultations performed by five radiologists. Interviews before and after the consultations were combined with observations during the consultations to obtain proactively planned triggers, slowing down manifestations and situationally responsive initiators. Transcripts of the interviews and field notes of the …
Zitiert von:5
Ressourcen:[PDF] from wiley.com
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Werkplekleren faciliteren: De rol van de organisatie
2021
E Kyndt, M Endedijk, S Beausaert
Handboek Human Resource Development. Organiseren Van Het Leren, Bohn Stafleu van Loghum…
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Autor:innen:E Kyndt, M Endedijk, S Beausaert
Publikationsdatum:01/01/2021
Journal:Handboek Human Resource Development. Organiseren Van Het Leren, Bohn Stafleu van Loghum, Houten
Zitiert von:5
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Factsheet-Optimal onboarding: How do you ensure that technical professionals feel at home and can use their talents optimally in their new job?
2021
Lianne Aarntzen, Maaike Endedijk, Ruth van Veelen, Casper De Jong
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Autor:innen:Lianne Aarntzen, Maaike Endedijk, Ruth van Veelen, Casper De Jong
Publikationsdatum:01/01/2021
Beschreibung:Factsheet - Optimal onboarding: How do you ensure that technical professionals feel at home and can use their talents optimally in their new job? - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Factsheet - Optimal onboarding: How do you ensure that technical professionals feel at home and can use their talents optimally in their new job? Lianne Aarntzen, Maaike Endedijk, Ruth van Veelen, Casper De Jong Chair Derks Work and Organizational Psychology: Occupational Health Psychology Saxion University of Applied Sciences University of Twente Research output: Non-textual form › Digital or Visual Products › Professional Overview Original language English Media of output Online Publication …
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Learning communities: het vormgeven en evalueren van een kansrijke vorm voor een leven lang ontwikkelen
2021
MD Hubers, MD Endedijk, TM Schipper, L De Jong, S Corporaal
J. Kessels & R. Poell, Handboek Human Resource Development: Organiseren van het leren. …
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Autor:innen:MD Hubers, MD Endedijk, TM Schipper, L De Jong, S Corporaal
Publikationsdatum:01/01/2021
Journal:J. Kessels & R. Poell, Handboek Human Resource Development: Organiseren van het leren. LannooCampus
Seiten:333-347
Zitiert von:2
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De werknemer aan het stuur van zijn eigen professionele ontwikkeling
2021
Maaike Endedijk, Isabel Raemdonck
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Autor:innen:Maaike Endedijk, Isabel Raemdonck
Publikationsdatum:01/01/2021
Beschreibung:Om als organisatie zelfsturend leren te ondersteunen, is een goed begrip van dit proces en hoe je het positief kunt beïnvloeden essentieel. Daarom verkennen we in dit hoofdstuk wat dit zelfsturend leren precies inhoudt en tot welke leeruitkomsten dit leidt. Op basis van onze eerdere samenwerkingen met de praktijk hebben wij ervaren dat er veel misvattingen zijn over zelfsturend leren en over de persoonlijke en contextuele factoren die hieraan bijdragen. Daarom gebruiken we de vier meest gehoorde misvattingen als kapstok om tot beter begrip te komen hoe we in de wereld van Human Resource Development het zelfsturend leergedrag van medewerkers nog beter kunnen ondersteunen
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Alterations of a visual and how they work for and at the boundaries of an interorganizational team: A multimodal exploration
2021
Ellen Nathues, Mark van Vuuren, Maaike Endedijk
81st Annual Meeting of the Academy of Management, AOM 2021: Bringing the Manager Back i…
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Autor:innen:Ellen Nathues, Mark van Vuuren, Maaike Endedijk
Publikationsdatum:01/01/2021
Journal:81st Annual Meeting of the Academy of Management, AOM 2021: Bringing the Manager Back in Management
Beschreibung:Alterations of a visual and how they work for and at the boundaries of an interorganizational team: A multimodal exploration - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Alterations of a visual and how they work for and at the boundaries of an interorganizational team: A multimodal exploration Ellen Nathues, Mark van Vuuren, Maaike Endedijk Communication Science Digital Society Institute Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - 2021 Event 81st Annual Meeting of the Academy of Management, AOM 2021: Bringing the Manager Back …
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The many paths one picture can paint: Tracing a visual’s boundary work
2021
Ellen Nathues, Mark van Vuuren, Maaike Endedijk
37th EGOS Colloquium 2021: Organizing for an Inclusive Society: Meanings, Motivations, …
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Autor:innen:Ellen Nathues, Mark van Vuuren, Maaike Endedijk
Publikationsdatum:01/01/2021
Journal:37th EGOS Colloquium 2021: Organizing for an Inclusive Society: Meanings, Motivations, and Mechanisms
Beschreibung:The many paths one picture can paint: Tracing a visual’s boundary work - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation The many paths one picture can paint: Tracing a visual’s boundary work Ellen Nathues, Mark van Vuuren, Maaike Endedijk Communication Science Digital Society Institute Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - 2021 Event 37th EGOS Colloquium 2021 : Organizing for an Inclusive Society: Meanings, Motivations, and Mechanisms - Virtual Duration: 8 Jul 2021 → 10 Jul 2021 Conference number: 37 Conference …
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Gas erop
2021
Stephan Corporaal, Mirte Disberg–van Geloven, Maaike Endedijk, Mireille Hubers, Nathali…
Ontwerpprincipes van learning communities als aanjager voor de energietransitie. TechYo…
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Autor:innen:Stephan Corporaal, Mirte Disberg–van Geloven, Maaike Endedijk, Mireille Hubers, Nathalie Sempel, Margot van Rees, Amber Kornet, Lodewijk Witteveen, Loes de Jong, Tijmen Schipper, Victoria Bolotina, Bas van Dongen
Publikationsdatum:01/01/2021
Journal:Ontwerpprincipes van learning communities als aanjager voor de energietransitie. TechYourFuture
Beschreibung:De ingezette energietransitie leidt tot forse veranderingen in het werk van installatietechnici. Nieuwe technologieën en duurzame energiebronnen als warmtepompen en zonnepanelen zorgen ervoor dat zij zich razendsnel en continue dienen te blijven door ontwikkelen (Eilander, 2019; Noorman, 2018). De installatiebranche heeft het concept van learning communities (LC’s) omarmd om deze continue ontwikkeling van medewerkers te stimuleren (Topsectoren, 2019). LC’s zijn publiek-private samenwerkingsverbanden waarin leren, werken en innoveren samenkomen in een hybride leeromgeving (Topsectoren, 2019; Dingyloudi & Strijbos, 2019). Ze zijn een krachtig alternatief voor enerzijds formele opleidingstrajecten die veelal traag, duur, ineffectief en onaantrekkelijk zijn om bij te blijven met de ontwikkelingen als gevolg van de energietransitie (Bersin, 2018). De informele leeractiviteiten op de werkplek zijn daarentegen vaak te gefragmenteerd, anekdotisch en te weinig ondersteund (Eraut, 2000). Tot nu toe zijn LC’s een enthousiasmerend denkmodel dat omarmd wordt door veel bedrijven en wetenschappers (eg, Gebauer et al., 2020; Hugo, 2002), maar waarvan de vormgeving in de praktijk nog lastig is en waarvan bewijs voor wie, waarom en onder welke omstandigheden een LC bijdraagt tot leren nog steeds anekdotisch is (Ke & Hoadley, 2009; Topsectoren, 2019). In Oost Nederland hebben acht installatiebedrijven, ROC van Twente, Saxion Hogeschool, Universiteit van Twente en Hogeschool Windesheim daarom de krachten gebundeld om samen een learning community te ontwerpen, vorm te geven in de werkpraktijk en vervolgens …
Zitiert von:9
Ressourcen:[PDF] from wij-techniek.nl
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Alterations of a visual and how they work for and at the boundaries of an interorganizational team
2021
Ellen Nathues, Mark Van Vuuren, Maaike Endedijk
Academy of Management Proceedings 2021 (1), 13733
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Autor:innen:Ellen Nathues, Mark Van Vuuren, Maaike Endedijk
Publikationsdatum:01/01/2021
Journal:Academy of Management Proceedings
Band:2021
Ausgabe:1
Seiten:13733
Herausgeber:Academy of Management
Beschreibung:This article examines the boundary work efforts of an interorganizational team and draws attention to the special role of a visual artifact. Relying on a longitudinal dataset of video-recorded team meetings, we explore how this visual artifact helped (re)constituting subject, organizational, and temporal boundaries by functioning as an epistemic and/or boundary object. Importantly, our audiovisual data enabled a multimodal approach: We could scrutinize how the visual artifact materialized visually, verbally, and through embodiment. Findings illustrate that materializations were initially dominated by explicit showings of the artifact but over time extended to both verbal and embodied alterations as visible in members’ vocabulary and gestures. They also show changes in the artifact’s functions: While first predominantly used as an epistemic object to create a subject boundary around the team and as a boundary object to …
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Samen bouwen aan een digitale leeromgeving voor de energietransitie voor leren, werken en innoveren voor klimaat en energie
2020
Ton de Jong, Henk van Terwisga, Sietse Brands, Maaike Endedijk, Henny Leemkuil, Tessa E…
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Autor:innen:Ton de Jong, Henk van Terwisga, Sietse Brands, Maaike Endedijk, Henny Leemkuil, Tessa Eysink, Bas Kollöffel
Publikationsdatum:06/09/2020
Herausgeber:University of Twente
Beschreibung:In dit project staat de vraag centraal hoe een versnelling kan worden gegeven aan de toepassing en overdracht van kennis die nodig is voor de energietransitie. Concreet gaat het om de volgende vraagstellingen:
Ressourcen:[PDF] from utwente.nl
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De herziene Inventory Learning to Teach Process: Ontwikkeling van een vragenlijst om te meten hoe docenten in opleiding leren lesgeven
2020
MD Endedijk, T van Daal, V Donche, IE Oosterheert
Pedagogische Studiën 97 (6)
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Autor:innen:MD Endedijk, T van Daal, V Donche, IE Oosterheert
Publikationsdatum:01/01/2020
Journal:Pedagogische Studiën
Band:97
Ausgabe:6
Beschreibung:Eén van de kerntaken van de opleiding voor leraar primair en secundair onderwijs is ervoor te zorgen dat docenten de competenties verkrijgen om zich ook na de opleiding te blijven ontwikkelen. Twee decennia geleden is de Inventory Learning to Teach Process (ILTP) ontwikkeld om inzicht te krijgen in het proces van leren lesgeven van docenten in opleiding. Deze zelfrapportage vragenlijst meet met behulp van tien schalen de leer- en regulatieactiviteiten van docenten in opleiding, de emotieregulatie en hun leerconcepties van het leren lesgeven. In dit artikel onderzoeken we de constructvaliditeit van de ILTP met hedendaagse analysetechnieken en ontwikkelen we een verkorte versie van het instrument. De dataset bestaat uit 1094 docenten in opleiding. Exploratieve en confirmatieve factoranalyses zijn gebruikt om de factorstructuur van het instrument te testen. De analyses resulteerden in een kortere versie …
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The revised Inventory Learning to Teach Process: Development of a questionnaire measuring how student teachers learn.
2020
MD Endedijk, Tine Van Daal, Vincent Donche, IE Oosterheert
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Autor:innen:MD Endedijk, Tine Van Daal, Vincent Donche, IE Oosterheert
Publikationsdatum:01/01/2020
Beschreibung:One of the key tasks of teacher education (for primary and secondary education) is to support student teachers to develop competencies that enable teachers to continue professional learning, also after graduation. Two decades ago, the Inventory Learning to Teach Process (ILTP) was developed to get insight in student teachers’ process of learning to teach. This self-report questionnaire measures with ten scales student teachers’ learn ing and regulation activities, emotion regulation and conceptions of learning to teach. In this paper, we examine the construct validity of the Inventory Learning to Teach Process using state of the art techniques and develop a parsimonious version of the instrument.
Zitiert von:3
Ressourcen:[PDF] from ru.nl
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Shaping Talent, A needs analysis into students’ talent identification and development at the University of Twente
2020
Marlon Nieuwenhuis, Maaike Endedijk
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Autor:innen:Marlon Nieuwenhuis, Maaike Endedijk
Publikationsdatum:01/01/2020
Beschreibung:Shaping Talent, A needs analysis into students’ talent identification and development at the University of Twente - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Shaping Talent, A needs analysis into students’ talent identification and development at the University of Twente Marlon Nieuwenhuis, Maaike Endedijk Research output: Book/Report › Report › Professional Overview Original language English Publication status Published - 2020 Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Powered by Pure, Scopus & Elsevier Fingerprint Engine™ All content on this site: Copyright © 2025 University of Twente Research …
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How to stimulate collaboration and performance of highly diverse student teams in engineering education?
2020
Maaike Endedijk, Marlon Nieuwenhuis, Ruth van Veelen, Margot van Rees, Birgit Maas, Nat…
48th SEFI Annual Conference on Engineering Education, SEFI 2020, 1442-1443
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Autor:innen:Maaike Endedijk, Marlon Nieuwenhuis, Ruth van Veelen, Margot van Rees, Birgit Maas, Natascha van Hattum-Janssen, Lianne Aarntzen
Publikationsdatum:01/01/2020
Journal:48th SEFI Annual Conference on Engineering Education, SEFI 2020
Seiten:1442-1443
Herausgeber:University of Twente
Beschreibung:How to stimulate collaboration and performance of highly diverse student teams in engineering education? - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation How to stimulate collaboration and performance of highly diverse student teams in engineering education? Maaike Endedijk, Marlon Nieuwenhuis, Ruth van Veelen, Margot van Rees, Birgit Maas, Natascha van Hattum-Janssen, Lianne Aarntzen Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review 487 Downloads (Pure) Overview Original language English Title of host publication Engaging, Engineering, Education: Book of …
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Gas erop! Ontwerpprincipes voor learning communities als aanjager voor de energietransitie
2020
Stephan Corporaal, Mirte Disberg, Mireille Desirée Hubers, Maaike Endedijk
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Autor:innen:Stephan Corporaal, Mirte Disberg, Mireille Desirée Hubers, Maaike Endedijk
Publikationsdatum:01/01/2020
Zitiert von:5
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Member differences: Types of member differences and how they help and hinder collaboration
2020
Ellen Nathues, Maaike Endedijk
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Autor:innen:Ellen Nathues, Maaike Endedijk
Publikationsdatum:01/01/2020
Beschreibung:Member differences: Types of member differences and how they help and hinder collaboration - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Member differences: Types of member differences and how they help and hinder collaboration Ellen Nathues, Maaike Endedijk Research output: Book/Report › Report › Professional Overview Original language English Publication status Published - 2020 Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Powered by Pure, Scopus & Elsevier Fingerprint Engine™ All content on this site: Copyright © 2025 University of Twente Research Information, its licensors, and contributors. …
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Collaboration objects: Types of collaboration objects and how they can help shared sense-making
2020
Ellen Nathues, Maaike Endedijk
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Autor:innen:Ellen Nathues, Maaike Endedijk
Publikationsdatum:01/01/2020
Beschreibung:More and more organisations team up and form groups and collectives stretching across organizational boundaries. Bringing together professionals from diverse backgrounds is expected to foster exchange, help innovation and facilitate learning. Yet, communicating across differences in professional and organizational backgrounds can be challenging: It is easy to mean different things when using the same words and difficult to change perspectives and think from team colleagues’ points of view. We have studied how various types of objects can help team members to successfully communicate across their differences. We refer to these objects as collaboration objects and, in this report, share our insights and some practical recommendations. An important note in advance: For us, collaboration objects are not just objects that we can see and touch but can as well include more abstract things as metaphors, stories or examples.
Ressourcen:[PDF] from utwente.nl
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Authoring shared direction: Thinking about what pronouns can do
2020
Ellen Nathues, Maaike Endedijk
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Autor:innen:Ellen Nathues, Maaike Endedijk
Publikationsdatum:01/01/2020
Herausgeber:University of Twente
Beschreibung:Take a look at the image displayed on the right and imagine that what you are seeing here is an interorganizational team. Members are discussing what exactly to work on in their collaboration. This is important as members need to agree on a shared direction to successfully collaborate and mutually benefit. In their discussion, the team members might bring forward their own professional interests but also the concerns and objectives their organizations have. For instance, the man in the blue shirt might speak about increased product variability as an important challenge that his organizations would like to tackle as part of this collaboration. The women right next to him might bring forward her own interests: She wants to learn how customers’ needs and wishes can be better understood through social media. Yet another team member might point everyone’s attention to the rising number of cocreation platforms that other industries have already been experimenting with. And finally, there might also be a member who speaks as the team or as one “we”, very explicitly stating what the team should work on. Their conversation could look something like the following:
Ressourcen:[PDF] from utwente.nl
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Professional identity development and career choices in engineering education: the added value of life history research
2020
N Van Hattum-Janssen, MD Endedijk
48th SEFI Annual Conference on Engineering Education, SEFI 2020, 1297-1304
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Autor:innen:N Van Hattum-Janssen, MD Endedijk
Publikationsdatum:01/01/2020
Journal:48th SEFI Annual Conference on Engineering Education, SEFI 2020
Seiten:1297-1304
Herausgeber:University of Twente
Beschreibung:In the Netherlands, there has been a shortage of qualified technical workforce for many years. This is not only due to the number of students entering engineering degree programmes, but also due to the number of graduates that leave engineering right after their graduation. Around 42% of the engineering graduates does not start working in an engineering job after graduating. Professional identity is a key concept in understanding the study and career choices that students and alumni make.
Zitiert von:8
Ressourcen:[PDF] from utwente.nl
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Meetings: Insights and materials for adapting meetings to team stage and needs
2020
Ellen Nathues, Maaike Endedijk
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Autor:innen:Ellen Nathues, Maaike Endedijk
Publikationsdatum:01/01/2020
Beschreibung:Meetings: Insights and materials for adapting meetings to team stage and needs - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Meetings: Insights and materials for adapting meetings to team stage and needs Ellen Nathues, Maaike Endedijk Research output: Book/Report › Report › Professional Overview Original language English Publication status Published - 2020 Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Powered by Pure, Scopus & Elsevier Fingerprint Engine™ All content on this site: Copyright © 2025 University of Twente Research Information, its licensors, and contributors. All rights are reserved, …
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Coauthoring an interorganizational collaboration: Exploring multi-voicedness and introducing spatiotemporal orientations
2020
Ellen Nathues, Maaike Endedijk, Mark van Vuuren
36th EGOS Colloquium 2020: Organizing for a Sustainable Future: Responsibility, Renewal…
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Autor:innen:Ellen Nathues, Maaike Endedijk, Mark van Vuuren
Publikationsdatum:01/01/2020
Journal:36th EGOS Colloquium 2020: Organizing for a Sustainable Future: Responsibility, Renewal & Resistance
Beschreibung:Coauthoring an interorganizational collaboration: Exploring multi-voicedness and introducing spatiotemporal orientations - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Coauthoring an interorganizational collaboration: Exploring multi-voicedness and introducing spatiotemporal orientations Ellen Nathues * , Maaike Endedijk, Mark van Vuuren * Corresponding author for this work Communication Science Research output: Contribution to conference › Paper › peer-review Overview Prizes (1) Original language English Publication status Published - 2020 Event 36th EGOS Colloquium 2020: Organizing for a Sustainable Future: …
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Exploring perceived differences in interorganizational teams: Helping or hindering collaboration?
2020
Ellen Nathues, Maaike Endedijk
EARLI SIG 14 Conference: Professional Learning and Development 2020
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Autor:innen:Ellen Nathues, Maaike Endedijk
Publikationsdatum:01/01/2020
Journal:EARLI SIG 14 Conference: Professional Learning and Development 2020
Beschreibung:SIG14 Learning and professional development brings together researchers who study work and education as contexts for professional learning. More information about the SIG can be found in here.
Ressourcen:[PDF] from utwente.nl
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Member differences and how they materialize in team meetings
2020
Ellen Nathues, Maaike Endedijk, Ton de Jong
70th Annual Conference of the International Communication Association, ICA 2020: Open C…
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Autor:innen:Ellen Nathues, Maaike Endedijk, Ton de Jong
Publikationsdatum:01/01/2020
Journal:70th Annual Conference of the International Communication Association, ICA 2020: Open Communication
Beschreibung:Member differences and how they materialize in team meetings - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Member differences and how they materialize in team meetings Ellen Nathues * , Maaike Endedijk, Ton de Jong * Corresponding author for this work Instructional Technology Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - 2020 Event 70th Annual Conference of the International Communication Association, ICA 2020: Open Communication - Gold Coast (online), Australia Duration: 20 May 2020 → 27 May 2020 Conference number: 70 …
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Identifying Variations in Social Regulation at the Workplace: A Social Network Approach
2019
Marijn Wijga, Maaike Endedijk, Bernard P Veldkamp
Third Network Meeting of the Scientific Community on'Learning Strategies in Social and …
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Autor:innen:Marijn Wijga, Maaike Endedijk, Bernard P Veldkamp
Publikationsdatum:12/09/2019
Journal:Third Network Meeting of the Scientific Community on'Learning Strategies in Social and Informal Learning Contexts'
Beschreibung:Identifying Variations in Social Regulation at the Workplace: A Social Network Approach - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Identifying Variations in Social Regulation at the Workplace: A Social Network Approach Marijn Wijga, Maaike Endedijk, Bernard P. Veldkamp Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - 9 Dec 2019 Event Third Network Meeting of the Scientific Community on 'Learning Strategies in Social and Informal Learning Contexts' - Ghent University, Ghent, Belgium Duration: 9 Dec 2019 → 10 Dec 2019 Conference …
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Diversiteit aan technische studenten: De professionele identiteit van studenten in technische opleidingen
2019
Natascha van Hattum-Janssen, Maaike Endedijk, Marlon Nieuwenhuis, Dieuwertje Maria Joha…
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Autor:innen:Natascha van Hattum-Janssen, Maaike Endedijk, Marlon Nieuwenhuis, Dieuwertje Maria Johanna Sabine ten Berg, Ruth van Veelen
Publikationsdatum:11/01/2019
Beschreibung:In dit rapport presenteren we de uitkomsten van het onderzoek, waarin we met behulp van een online tool genaamd het Carrière Kompas de professionele identiteit van technische professionals in beeld hebben gebracht. Het onderzoek gee inzicht in de variëteit aan technische studenten. In totaal zijn er op basis van dit onderzoek vijf verschillende professionele profielen te onderscheiden. Elk profiel beschrij een type techniekstudent in termen van persoonlijke kenmerken, waarden, interesses en competenties. De vijf profielen zijn vervolgens gerelateerd aan hun achtergrondkenmerken en de verschillende manieren waarop zij denken over hun werk en hun toekomstige carrière. Het onderzoek brengt voor de opleidingen in beeld wat voor typen talent er aanwezig zijn en helpt om meer inzicht te krijgen in hoe deze studenten zich beter voor kunnen bereiden op studie-en carrièrekeuzes. De uitkomsten worden gebruikt om het Carrière Kompas verder te verbeteren en voor vervolgonderzoek naar de doorstroom van bètastudenten naar de technische arbeidsmarkt. We willen alle deelnemende studenten en opleidingen heel hartelijk bedanken voor hun deelname aan dit onderdeel van het project ‘Bridge the Gap!’. Daarnaast bedanken we TechYourFuture, 4TU. cee, Techniekpact Twente, de Universiteit Twente, Saxion, de Technische Universiteit Eindhoven en Universiteit Utrecht voor het ondersteunen van dit project. We bedanken Nick Goossen voor zijn technische ondersteuning bij de totstandkoming van het rapport.
Ressourcen:[PDF] from utwente.nl
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Why female STEM students opt out: Gender differences in professional identity formation explain STEM students‘ future career choice
2019
Marlon Nieuwenhuis, Ruth van Veelen, B Derks, Maaike Endedijk
EASP Meeting: Defeating the Seven-Headed Dragon: An Exploration into the Complex Self-M…
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Autor:innen:Marlon Nieuwenhuis, Ruth van Veelen, B Derks, Maaike Endedijk
Publikationsdatum:09/01/2019
Journal:EASP Meeting: Defeating the Seven-Headed Dragon: An Exploration into the Complex Self-Maintaining System that Causes Gender Inequality 2019
Beschreibung:Why female STEM students opt out: Gender differences in professional identity formation explain STEM students' future career choice - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Why female STEM students opt out: Gender differences in professional identity formation explain STEM students' future career choice Marlon Nieuwenhuis, Ruth van Veelen, B. Derks, Maaike Endedijk Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - Sept 2019 Event EASP Meeting: Defeating the Seven-Headed Dragon: An Exploration into the Complex Self-…
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An engineering curriculum or a curriculum to shape engineers?
2019
Natascha van Hattum-Janssen, Maaike Endedijk
47th SEFI Annual Conference
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Autor:innen:Natascha van Hattum-Janssen, Maaike Endedijk
Publikationsdatum:09/01/2019
Journal:47th SEFI Annual Conference
Beschreibung:How do we attract more students to engineering education and how do we keep them in the engineering field after their graduation? What makes them stay in engineering? In the project Mind the Gap we found that their professional identity is a key concept to understand the study and career choices they make. In the project Bridge the Gap, a continuation of Mind the Gap, we explore the development of professional identity over time and the contextual factors that influence the development of professional identity. Research on the formation of professional identity acknowledges a role of the educational context but is not explicit on how this process takes place (Trede, Macklin, & Bridges, 2012; Morelock, 2017). Abrandt Dahlgren et al.(2006) argue that professional learning contexts help students to identify the boundaries of their own professional context and to sharpen their professional identity. Through the contact of students with those from other disciplinary areas, for example in multi-disciplinary projects, students become more aware of their own identity as a professional from a specific field. Engineering curricula provide, to a greater or a lesser extent, experiences that shape the professional identity of a student. This workshop aimed to get a clear (er) picture of how curricula can influence professional identity and how a more focused approach to curriculum development can contribute to a stronger focus on the professional identity of engineering students, preparing them, as such, better for well-considered choices for study and career. A framework was presented to analyse professional socialisation and the degree to which socialising …
Zitiert von:1
Ressourcen:[PDF] from researchgate.net
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Social regulation at the workplace: Different modes of regulation and variation in quality
2019
Marijn Wijga, Maaike Endedijk, Bernard P Veldkamp
18th Biennial European Association for Research on Learning and Instruction Conference,…
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Autor:innen:Marijn Wijga, Maaike Endedijk, Bernard P Veldkamp
Publikationsdatum:08/01/2019
Journal:18th Biennial European Association for Research on Learning and Instruction Conference, EARLI 2019: Thinking tomorrow's education: Learning from the past, in the present and for the future.
Beschreibung:Social Regulation at the Workplace: Different Modes of Regulation and Variation in Quality - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Social Regulation at the Workplace: Different Modes of Regulation and Variation in Quality Marijn Wijga, Maaike Endedijk, Bernard P. Veldkamp Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - Aug 2019 Event 18th Biennial European Association for Research on Learning and Instruction Conference, EARLI 2019: Thinking tomorrow's education: Learning from the past, in the present and for the future. - RWTH …
Zitiert von:2
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Effectief leren is voor iedereen anders: Interview met Maaike Endedijk
2019
Frederike Krommendijk, Maaike Endedijk
INN'twente 2019 (7), 65-65
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Autor:innen:Frederike Krommendijk, Maaike Endedijk
Publikationsdatum:08/01/2019
Journal:INN'twente
Band:2019
Ausgabe:7
Seiten:65-65
Beschreibung:Heel lang was de economische groei in Twente veel lager en de werkeloosheid juist veel hoger dan in de rest van Nederland. In 2012 was de economische krimp in onze regio zelfs bijna drie keer zo groot. In 2015 keerde het tij en nu ligt onze economische groei alweer enige jaren iets boven het Nederlandse gemiddelde. De werkgelegenheid blijft daar iets bij achter, terwijl het aantal openstaande vacatures in Twente sneller stijgt dan in de rest van het land. Vooral bedrijfseconomische, technische en logistieke banen worden maar moeilijk ingevuld. De markt voor ict’ers is zelfs ronduit krap. Opmerkelijk, aangezien onze Universiteit Twente het voortreffelijk doet en studies als technische geneeskunde tot de wereldtop behoren. Ook komen de echte maakbedrijven in rap tempo weer terug naar onze regio. Wat is er dan aan de hand en zijn we goed uitgerust voor een mogelijke volgende crisis? Om maar met de deur in huis te vallen: waarschijnlijk (nog) niet. De overgang van structuurwerkeloosheid die we in onze regio en zeker in een aantal steden (zoals Almelo) kennen, maakt langzaam plaats voor frictiewerkeloosheid. Bij die eerste vorm gaat het erom dat de arbeidsmarkt zelf verandert. Er is simpelweg werk dat verdwijnt of wordt overgenomen door machines. Bij de frictiewerkeloosheid sluiten de opleidingseisen niet goed aan bij de opleidingsniveaus. Veel bedrijven kiezen er dan voor om extra ‘in house’opleidingen te starten. Twente kampt met een mix van beide problemen.
Ressourcen:[PDF] from utwente.nl
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How clinicians think: Changing gear to arrive at the right diagnosis. An exploratory study on the transition from the routine to the effortful mode of clinical reasoning
2019
Marleen Groenier, C Smeenk, N Christoph, Maaike Endedijk
Workshop on Clinical Decision Making 2018
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Autor:innen:Marleen Groenier, C Smeenk, N Christoph, Maaike Endedijk
Publikationsdatum:05/18/2019
Journal:Workshop on Clinical Decision Making 2018
Beschreibung:How clinicians think: Changing gear to arrive at the right diagnosis. An exploratory study on the transition from the routine to the effortful mode of clinical reasoning - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation How clinicians think: Changing gear to arrive at the right diagnosis. An exploratory study on the transition from the routine to the effortful mode of clinical reasoning Marleen Groenier, C. Smeenk, N. Christoph, Maaike Endedijk Technical Medicine Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - 18 May 2019 Event Workshop on Clinical …
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Bridge the Gap!: Aantrekkelijk zijn voor een diverse groep talent
2019
Maaike Endedijk, Natascha van Hattum-Janssen, Dieuwertje MJS ten Berg, Ruth van Veelen,…
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Autor:innen:Maaike Endedijk, Natascha van Hattum-Janssen, Dieuwertje MJS ten Berg, Ruth van Veelen, Marlon Nieuwenhuis, Mirte MA Disberg-van Geloven
Publikationsdatum:05/01/2019
Beschreibung:Projectleider Dr. Maaike Endedijk opende de middag door de onderzoeksgroep van het project ‘Bridge the Gap!’aan de aanwezigen voor te stellen.“Nou zou je kunnen denken dat de groep veel overeenkomsten heeft; we zijn ten slotte allemaal onderzoeker, hebben een achtergrond in de psychologie en onderwijskunde en zijn allemaal vrouw. Als je ons echter de vraag stelt:“Wie ben ik?”, dan zal je pas het verschil gaan zien. Zo heeft ieder weer andere expertises en interesses, die worden ingebracht in het project.”
Ressourcen:[PDF] from utwente.nl
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Double trouble: How being outnumbered and negatively stereotyped threatens career outcomes of women in STEM
2019
Ruth Van Veelen, Belle Derks, Maaike Dorine Endedijk
Frontiers in psychology 10, 150
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Autor:innen:Ruth Van Veelen, Belle Derks, Maaike Dorine Endedijk
Publikationsdatum:02/19/2019
Journal:Frontiers in psychology
Band:10
Seiten:150
Herausgeber:Frontiers Media SA
Beschreibung:Masculine work contexts form an important source of social identity threat for working women. But what aspect of masculine work contexts is most threatening to women’s gender identity at work: A numerical majority of male colleagues (i.e., numerical male dominance), working in a profession in which women are negatively stereotyped (i.e., normative male dominance), or the combination? The current study aimed to disentangle these two aspects of masculine work contexts by testing its combined impact on the experience of gender identity threat among women and men who work in the STEM sector (i.e., Science, Technology, Engineering and Mathematics). A field study was conducted among women (N = 177) and men (N = 630) graduates holding an academic degree in a STEM educational program. Respondents either worked in- or outside the STEM sector (i.e., stronger vs. weaker gender stereotype) and estimated the ratio of men to women in their direct work environment. Results from a Structural Equation Model demonstrated that women in STEM face double trouble: The combination of working almost solely with male colleagues (being outnumbered) and working in the technical sector (where women are negatively stereotyped) predicted the highest levels of experienced gender identity threat, particularly among women who highly identified with their gender group. Gender identity threat, in turn, negatively predicted women’s work engagement and career confidence. Men did not face double trouble: Their experience of gender identity threat was not related to working in a masculine STEM sector. Importantly, considering that the women …
Zitiert von:228
Ressourcen:[HTML] from frontiersin.org
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Bridges or blocks: How objects cross or enact boundaries in interorganizational teams.
2019
Ellen Nathues, Mark van Vuuren, Mireille Desirée Hubers, Maaike Endedijk
35th EGOS Colloquium: Enlightening the Future: The Challenge for Organizations
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Autor:innen:Ellen Nathues, Mark van Vuuren, Mireille Desirée Hubers, Maaike Endedijk
Publikationsdatum:01/01/2019
Journal:35th EGOS Colloquium: Enlightening the Future: The Challenge for Organizations
Beschreibung:Bridges or blocks: How objects cross or enact boundaries in interorganizational teams. - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Bridges or blocks: How objects cross or enact boundaries in interorganizational teams. Ellen Nathues * , Mark van Vuuren, Mireille Desirée Hubers, Maaike Endedijk * Corresponding author for this work Communication Science Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - 2019 Event 35th EGOS Colloquium: Enlightening the Future: The Challenge for Organizations - University of Edinburgh Business School, …
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Initial Report: Heterogeneity in teams, shared goals, & collaboration tricks
2019
Ellen Nathues, Maaike Endedijk
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Autor:innen:Ellen Nathues, Maaike Endedijk
Publikationsdatum:01/01/2019
Beschreibung:Initial Report: Heterogeneity in teams, shared goals, & collaboration tricks - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Initial Report: Heterogeneity in teams, shared goals, & collaboration tricks Ellen Nathues, Maaike Endedijk Research output: Book/Report › Report › Professional Overview Original language English Publication status Published - 2019 Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Powered by Pure, Scopus & Elsevier Fingerprint Engine™ All content on this site: Copyright © 2025 University of Twente Research Information, its licensors, and contributors. All rights are reserved, including those for …
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Who is the technical professional?: A description of five identity profiles
2019
Maaike Endedijk, Dieuwertje Maria Johanna Sabine ten Berg, Marlon Nieuwenhuis, Ruth van…
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Autor:innen:Maaike Endedijk, Dieuwertje Maria Johanna Sabine ten Berg, Marlon Nieuwenhuis, Ruth van Veelen, Natascha van Hattum-Janssen
Publikationsdatum:01/01/2019
Beschreibung:Professionals who are able to formulate a clear answer to this question, have a strong sense of their professional identity. A strong professional identity is important, because it helps to boost self-confidence as a professional, it contributes to stable career choices and more optimal work performance. The development of one's professional identity already starts during early years of schooling, and keeps on changing and developing over the course of one's professional career. A professional identity profile can be based on 4 dimensions in one's self-concept namely personality, competencies, values and interests. While technical talents from the same study program of the same function profile may partly overlap on these 4 dimensions, importantly, they also vary strongly in how they see themselves professionally. Thus, people with a similar backgrounds in their technical education or function, are still highly diverse in their professional identity profile.
Zitiert von:2
Ressourcen:[PDF] from utwente.nl
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Diversiteit aan technische professionals in het bedrijf: De professionele identiteit van medewerkers in de technische sector
2019
Mirte MA Disberg-van Geloven, Maaike Endedijk, Marlon Nieuwenhuis, Dieuwertje MJS ten B…
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Autor:innen:Mirte MA Disberg-van Geloven, Maaike Endedijk, Marlon Nieuwenhuis, Dieuwertje MJS ten Berg, Ruth van Veelen
Publikationsdatum:01/01/2019
Beschreibung:In dit rapport presenteren we de uitkomsten van een onderzoek, waarin we met behulp van het Carrière Kompas de professionele identiteit van de medewerkers in de technische sector in beeld hebben gebracht. Het onderzoek gee inzicht in de variëteit aan technische professionals die in de technische sector werkzaam is. In totaal hebben we vijf verschillende profielen weten te onderscheiden. De profielen beschrijven verschillen tussen technische professionals in hoe zij zichzelf zien en zijn gerelateerd aan achtergrondkenmerken van medewerkers en hoe zij denken over hun werk en hun toekomstige carrière. Het onderzoek brengt voor uw bedrijf in beeld wat voor technisch talent u in huis hee en kan helpen om u beter te profileren voor toekomstige medewerkers. De uitkomsten worden gebruikt om het Carrière Kompas verder te verbeteren en voor vervolgonderzoek naar de doorstroom van bètastudenten naar de technische arbeidsmarkt. We willen de medewerkers en directie van de bedrijven heel hartelijk bedanken voor hun deelname aan dit onderdeel van het project ‘Bridge the Gap!’. Daarnaast bedanken we TechYourFuture, 4TU. cee, Techniekpact Twente, de Universiteit Twente, Saxion, de Technische Universiteit Eindhoven en Universiteit Utrecht voor het ondersteunen van dit project. We bedanken Nick Goossen voor de technische ondersteuning bij de totstandkoming van dit rapport.
Ressourcen:[PDF] from utwente.nl
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Wie is de technische professsional?: Een beschrijving van vijf profielen
2019
Maaike Endedijk, Dieuwertje Maria Johanna Sabine ten Berg, Marlon Nieuwenhuis, Ruth van…
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Autor:innen:Maaike Endedijk, Dieuwertje Maria Johanna Sabine ten Berg, Marlon Nieuwenhuis, Ruth van Veelen, Natascha van Hattum-Janssen
Publikationsdatum:01/01/2019
Beschreibung:Professionals die deze vraag goed kunnen beantwoorden hebben een goed beeld van hun professionele identiteit. Dit is belangrijk, omdat dit helpt om vertrouwen te krijgen in jezelf als professional, het leidt tot stabielere carrièrekeuzes en betere prestaties. Een professionele identiteit komt al op jonge leeftijd tot ontwikkeling en kan blijven veranderen gedurende de hele beroepsloopbaan. Een professionele identiteit is gebaseerd op vier dimensies van het zelfconcept, namelijk persoonlijkheid, competenties, waarden en interesses. Technisch talent met eenzelfde achtergrond kan deels overlap vertonen op deze vier dimensies. Echter, in de praktijk zien we dat zij toch veelal sterk variëren in hoe zij zichzelf zien als professionals. Met andere woorden; technici met eenzelfde studie-achtergrond of functie kunnen toch sterk verschillen in hun professionele identiteit.
Ressourcen:[PDF] from utwente.nl
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Aansluiting onderwijs-arbeidsmarkt: Leren en werken in de techniek en technologie
2019
Marije van Huffelen-de Boer, Jolien Van Sas, Maaike Endedijk
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Autor:innen:Marije van Huffelen-de Boer, Jolien Van Sas, Maaike Endedijk
Publikationsdatum:01/01/2019
Herausgeber:Tech Your Future
Beschreibung:TechYourFuture wil ervoor zorgen dat Nederland in 2030 over meer en beter opgeleide technici beschikt. Technici die zichzelf willen ontwikkelen en dus blijven leren en ontdekken, of dit nu tijdens hun opleiding is of als professional. TechYourFuture onderzoekt en ontwikkelt–samen met partners uit het onderwijs, het bedrijfsleven en de publieke sector–programma’s en oplossingen voor het aantrekken, ontwikkelen en behouden van technisch talent. Zij richt zich hierbij op het onderwijs, van basisschool tot universiteit, én de arbeidsmarkt.
Zitiert von:4
Ressourcen:[PDF] from utwente.nl
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Designing professional development programs to support sustained science and technology education
2019
Mireille Desirée Hubers, Maaike Endedijk
AERA Annual Meeting 2019: Leveraging Education Research in a Post-Truth Era: Multimodal…
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Autor:innen:Mireille Desirée Hubers, Maaike Endedijk
Publikationsdatum:01/01/2019
Journal:AERA Annual Meeting 2019: Leveraging Education Research in a Post-Truth Era: Multimodal Narratives to Democratize Evidence
Beschreibung:Teachers’ professional development (PD) is crucial in implementing educational change and improving the quality of education. However, PD programs vary extensively in their short-term effectiveness. Therefore, this paper determined 1) the design criteria of effective PD programs; 2) whether four PD programs incorporated these criteria and 3) what guidelines can help translate the criteria into new PD programs that are likely to be effective. Interviews with educators were conducted and analyzed, and existing review studies and four PD programs about science and technology education were analyzed. Nine design criteria were identified, and existing PD programs incorporated four of them at most. Especially teachers’ active engagement and ability to collect evidence of student learning need to be addressed in future programs.
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Using wearable sensor data in team learning research. Promises, practices, pitfalls, and prospects
2018
Maaike Endedijk, Stijn de Laat
2nd network meeting:'Assessing learning through online measures' 2018
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Autor:innen:Maaike Endedijk, Stijn de Laat
Publikationsdatum:11/20/2018
Journal:2nd network meeting:'Assessing learning through online measures' 2018
Beschreibung:Using wearable sensor data in team learning research. Promises, practices, pitfalls, and prospects - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Using wearable sensor data in team learning research. Promises, practices, pitfalls, and prospects Maaike Endedijk, Stijn de Laat Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - 20 Nov 2018 Event 2nd network meeting: 'Assessing learning through online measures' 2018 - University of Antwerp, Antwerp, Belgium Duration: 19 Nov 2018 → 20 Nov 2018 Conference number: 2 https://www.uantwerpen.…
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Fors tekort aan knappe koppen dreigt in regio
2018
Gerben Kuitert, Maaike Endedijk
Twentsche Courant Tubantia 2018
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Autor:innen:Gerben Kuitert, Maaike Endedijk
Publikationsdatum:11/13/2018
Journal:Twentsche Courant Tubantia
Band:2018
Herausgeber:Wegener Tijdschriften Groep BV
Beschreibung:Deze conclusie kan worden getrokken uit recente onderzoeken naar de wens van studenten om te vertrekken. De locatie Enschede van Saxion en de UT tellen samen 28.500 studenten. Twente heeft die studenten na hun afstuderen keihard nodig om vacatures te vervullen. Vooral in de techniek, de ict en de gezondheidszorg is de nood hoog.
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Wie strikt het Twentse talent?
2018
Gerben Kuitert, Maaike Endedijk
Twentsche Courant Tubantia 2018
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Autor:innen:Gerben Kuitert, Maaike Endedijk
Publikationsdatum:11/03/2018
Journal:Twentsche Courant Tubantia
Band:2018
Herausgeber:Wegener Tijdschriften Groep BV
Beschreibung:ENSCHEDE ‘Stropdas verboden en sneakers verplicht’: onder dat motto werd in De Grolsch Veste ‘Today & Beyond’gehouden. Doel van het door de Hengelose ondernemer Jolijn Hamers georganiseerde evenement: ict’ers en technici behouden voor de regio. Circa 250 belangstellenden kwamen af op prestaties van Twentse bedrijven uit de it-en technologiesector.
Ressourcen:[PDF] from utwente.nl
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Self‐regulated learning in the clinical context: a systematic review
2018
Maaike A van Houten‐Schat, Joris J Berkhout, Nynke Van Dijk, Maaike D Endedijk, A Debbi…
Medical education 52 (10), 1008-1015
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Autor:innen:Maaike A van Houten‐Schat, Joris J Berkhout, Nynke Van Dijk, Maaike D Endedijk, A Debbie C Jaarsma, Agnes D Diemers
Publikationsdatum:10/01/2018
Journal:Medical education
Band:52
Ausgabe:10
Seiten:1008-1015
Beschreibung:Objectives Research has suggested beneficial effects of self‐regulated learning (SRL) for medical students' and residents' workplace‐based learning. Ideally, learners go through a cyclic process of setting learning goals, choosing learning strategies and assessing progress towards goals. A clear overview of medical students' and residents' successful key strategies, influential factors and effective interventions to stimulate SRL in the workplace is missing. This systematic review aims to provide an overview of and a theoretical base for effective SRL strategies of medical students and residents for their learning in the clinical context. Methods This systematic review was conducted according to the guidelines of the Association for Medical Education in Europe. We systematically searched PubMed, EMBASE, Web of Science, PsycINFO, ERIC and the Cochrane Library from January 1992 to July 2016. Qualitative and …
Zitiert von:343
Ressourcen:[PDF] from wiley.com
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The joint influence of intra-and inter-team learning processes on team performance: a constructive or destructive combination?
2018
Rike Bron, Maaike D Endedijk, Ruth van Veelen, Bernard P Veldkamp
Vocations and learning 11 (3), 449-474
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Autor:innen:Rike Bron, Maaike D Endedijk, Ruth van Veelen, Bernard P Veldkamp
Publikationsdatum:10/01/2018
Journal:Vocations and learning
Band:11
Ausgabe:3
Seiten:449-474
Herausgeber:Springer Netherlands
Beschreibung:In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra- and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra- and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally …
Zitiert von:25
Ressourcen:[HTML] from springer.com
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Becoming self-regulated: Patterns of parenting in the lives of professionals who are highly self-regulated learners
2018
Evangelia Tiniakou, Tim Hirschler, Maaike Endedijk, Anoush Margaryan
Journal of Self-regulation and Regulation 4, 7-42
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Autor:innen:Evangelia Tiniakou, Tim Hirschler, Maaike Endedijk, Anoush Margaryan
Publikationsdatum:07/18/2018
Journal:Journal of Self-regulation and Regulation
Band:4
Seiten:7-42
Beschreibung:Self-regulated learning has become a prominent form of learning, both in the workplace and in educational institutions. Self-regulated learners are able to strategically plan, monitor, evaluate and modify their learning practices and goals. Previous studies revealed school factors which can affect students’ ability to self-regulate their learning.
Zitiert von:5
Ressourcen:[PDF] from uni-heidelberg.de
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Why female STEM students opt out: gender differences in professional identity formation explain STEM students’ future career choices
2018
R Van Veelen, B Derks, MD Endedijk
Proceedings Conference presentation at small group meeting:“Context, Identity and Choic…
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Autor:innen:R Van Veelen, B Derks, MD Endedijk
Publikationsdatum:05/01/2018
Journal:Proceedings Conference presentation at small group meeting:“Context, Identity and Choice: Understanding the Constraints on Women’s Career Decisions”,(London: University Women’s Club)
Zitiert von:3
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Bèta-alumni aan het werk: wie kiest er voor de techniek?: De professionele identiteit van bètaprofessionals en carrièrekeuzes
2018
Ruth van Veelen, Maaike Dorine Endedijk, Natascha van Hattum-Janssen, Mirte Maria Adria…
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Autor:innen:Ruth van Veelen, Maaike Dorine Endedijk, Natascha van Hattum-Janssen, Mirte Maria Adriana Disberg-van Geloven, Randy Ann Möwes
Publikationsdatum:03/01/2018
Herausgeber:University of Twente
Beschreibung:Achtergrond Door de toegenomen economische groei neemt het tekort aan menselijk kapitaal op de arbeidsmarkt toe. Dit geldt in bijzondere mate voor de technische sector. In februari 2018 melde het UWV dat er momenteel 61.000 vacatures zijn voor technische functies; een toename van 16% in de afgelopen twee jaar1. Het aantrekken en behouden van technisch talent is daarom van hoge prioriteit in de technische sector. Hoewel steeds meer jongeren kiezen voor een technisch profiel op de middelbare school, of een technische vervolgopleiding, zien we een hoog percentage mensen met een bètaopleiding die uit de technische sector stromen tijdens de transitie van opleiding naar werk. Volgens landelijke cijfers kiest slechts 44% van de bètastudenten voor een technisch beroep in de technische sector1. Uit ons eigen onderzoek onder bètastudenten op Saxion en de Universiteit Twente blijkt dat slechts 25% geneigd is te kiezen voor een technische baan in de technische sector. Onder de vrouwelijke bètastudenten zijn deze uitstroomintenties nog sterker; slechts 14% van de vrouwelijke bètastudenten geeft aan een technische baan in de technische sector te ambiëren, tegenover 30% van de mannen. Tenslotte geeft slechts 13% aan voor de technische sector in de regio Twente te willen werken (17% onder mannen; 7% onder vrouwen) 2. Het is dus niet per definitie zo dat er te weinig technici worden opgeleid, maar dat het rendement vanuit de techniekopleidingen voor de technische sector te laag is.
Ressourcen:[PDF] from utwente.nl
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De lekkende pijplijn tussen opleiding en arbeidsmarkt: De professionele identiteit van bètastudenten in relatie tot hun voorgenomen carrièrekeuzes
2018
Ruth van Veelen, Maaike Dorine Endedijk, Randy Möwes, Natascha van Hattum-Janssen, Mirt…
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Autor:innen:Ruth van Veelen, Maaike Dorine Endedijk, Randy Möwes, Natascha van Hattum-Janssen, Mirte Disberg-van Geloven
Publikationsdatum:03/01/2018
Herausgeber:University of Twente
Beschreibung:In dit rapport presenteren we de uitkomsten van het onderzoek, waarin we met behulp van het Carrière Kompas de professionele identiteit (‘Wie ben ik als professional?’) van bètastudenten in kaart hebben gebracht. Het onderzoek geeft inzicht in de variëteit aan verschillende typen studenten die op dit moment aan technische hbo-en wo-opleidingen studeren. Met dit inzicht kunnen we voorspellingen maken over of de studenten al dan niet geneigd zijn te kiezen voor een carrière in de techniek. Op basis van geavanceerd meetinstrumentarium zijn er vijf verschillende professionele profielen geïdentificeerd. De profielen beschrijven de verschillen tussen studenten in hoe zij zichzelf zien als professional. Deze profielen zijn vervolgens gerelateerd aan achtergrondkenmerken van studenten en hoe zij denken over hun toekomstige carrière. Inzichten uit dit onderzoek zijn tot slot vertaald naar aanbevelingen voor de begeleiding van bètastudenten bij hun loopbaanontwikkeling. Voor een snel overzicht van de belangrijkste uitkomsten en conclusies verwijzen we graag door naar Hoofdstuk 8. Vervolgens worden de implicaties van de uitkomsten besproken voor opleidingen, arbeidsmarkt en voor vervolgonderzoek naar het verbeteren van de doorstroom van bètastudenten naar de technische arbeidsmarkt.
Ressourcen:[PDF] from utwente.nl
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De zin en onzin van 70: 20: 10 voor leren in de zorg: In gesprek met Maaike Endedijk
2018
Joke van Alten, Mariel Rondeel, Maaike Endedijk
Onderwijs en gezondheidszorg 42 (1), 14-16
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Autor:innen:Joke van Alten, Mariel Rondeel, Maaike Endedijk
Publikationsdatum:01/01/2018
Journal:Onderwijs en gezondheidszorg
Band:42
Ausgabe:1
Seiten:14-16
Herausgeber:Bohn Stafleu Van Loghum
Beschreibung:Dr. Maaike Endedijk is Universitair Hoofddocent bij de vakgroep Onderwijskunde aan de Universiteit Twente en onderzoekt de black box van werkplekleren. De 70: 20: 10-beweging heeft duidelijk gemaakt dat veel leren van medewerkers plaatsvindt buiten formeel georganiseerde leeractiviteiten. Het model is in korte tijd erg populair geworden en professionals in leren en ontwikkelen gebruiken het graag als richtlijn bij het vormgeven van leerprocessen. Maaike doet onderzoek naar de manier waarop mensen leren ten behoeve van hun werk. Zij plaatst kanttekeningen bij het vanzelfsprekende gebruik van 70: 20: 10. Het model heeft mensen bewustgemaakt van het feit dat er meer is dan trainingen of cursussen. Maar meer ook niet. We vragen Maaike naar de inzichten uit haar onderzoek en wat dat betekent voor leren op de werkplek.
Ressourcen:[PDF] from utwente.nl
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Using Sensor Technology to Capture the Structure and Content of Team Interactions in Medical Emergency Teams during Stressful Moments.
2018
Maaike Endedijk, Marcella Hoogeboom, Marleen Groenier, Stijn de Laat, Jolien van Sas
Frontline Learning Research 6 (3), 123-147
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Autor:innen:Maaike Endedijk, Marcella Hoogeboom, Marleen Groenier, Stijn de Laat, Jolien van Sas
Publikationsdatum:01/01/2018
Journal:Frontline Learning Research
Band:6
Ausgabe:3
Seiten:123-147
Herausgeber:European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium
Beschreibung:In healthcare, action teams are carrying out complex medical procedures in intense and unpredictable situations to save lives. Previous research has shown that efficient communication, high-quality coordination, and coping with stress are particularly essential for high performance. However, precisely and objectively capturing these team interactions during stressful moments remains a challenge. In this study, we used a multimodal design to capture the structure and content of team interactions of medical teams at moments of high arousal during a simulated crisis situation. Sociometric badges were used to measure the structure of team interactions, including speaking time, overlapping speech and conversational imbalance. Video coding was used to reveal the content of the team interactions. Furthermore, the Empatica E4 was used to unobtrusively measure the team leader's skin conductance to identify moments of high arousal. In total, 21 four-person teams of technical medicine students
Zitiert von:19
Ressourcen:[PDF] from ed.gov
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Medical education in review
2018
Maaike A van Houten-Schat, Joris J Berkhout, Nynke van Dijk, Maaike D Endedijk, A Debbi…
Med Educ 52, 1008-15
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Autor:innen:Maaike A van Houten-Schat, Joris J Berkhout, Nynke van Dijk, Maaike D Endedijk, A Debbie C Jaarsma, Agnes D Diemers
Publikationsdatum:01/01/2018
Journal:Med Educ
Band:52
Seiten:1008-15
Beschreibung:OBJECTIVES Research has suggested beneficial effects of self-regulated learning (SRL) for medical students’ and residents’ workplace-based learning. Ideally, learners go through a cyclic process of setting learning goals, choosing learning strategies and assessing progress towards goals. A clear overview of medical students’ and residents’ successful key strategies, influential factors and effective interventions to stimulate SRL in the workplace is missing. This systematic review aims to provide an overview of and a theoretical base for effective SRL strategies of medical students and residents for their learning in the clinical context. METHODS This systematic review was conducted according to the guidelines of the Association for Medical Education in Europe. We systematically searched PubMed, EMBASE, Web of Science, PsycINFO, ERIC and the Cochrane Library from January 1992 to July 2016. Qualitative and quantitative studies were included. Two reviewers independently performed the review process and assessed the
Zitiert von:2
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De zin en onzin van 70: 20: 10
2017
Maaike Dorine Endedijk
HRD Werkvelddag 2017
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Autor:innen:Maaike Dorine Endedijk
Publikationsdatum:10/04/2017
Journal:HRD Werkvelddag 2017
Beschreibung:De zin en onzin van 70:20:10 - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation De zin en onzin van 70:20:10 Maaike Dorine Endedijk Research output: Contribution to conference › Paper Overview Original language Dutch Publication status Published - 4 Oct 2017 Event HRD Werkvelddag 2017 - University of Twente, Enschede, Netherlands Duration: 4 Oct 2017 → 4 Oct 2017 https://www.utwente.nl/en/bms/owk/hrdwerkvelddag/ Seminar Seminar HRD Werkvelddag 2017 Country/Territory Netherlands City Enschede Period 4/10/17 → 4/10/17 Internet address https://www.utwente.nl/en/bms/owk/hrdwerkvelddag/ Cite this APA Author …
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Social Regulation at the Workplace: Understanding Social Regulation of Learning in ICT Teams
2017
Marijn Wijga, Maaike Dorine Endedijk
17th Biennial Conference of the European Association for Research in Learning and Instr…
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Autor:innen:Marijn Wijga, Maaike Dorine Endedijk
Publikationsdatum:09/01/2017
Journal:17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017
Beschreibung:Social Regulation at the Workplace: Understanding Social Regulation of Learning in ICT Teams - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Social Regulation at the Workplace: Understanding Social Regulation of Learning in ICT Teams Marijn Wijga, Maaike Dorine Endedijk Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 1 Sept 2017 Event 17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017 - University of Tampere, Tampere, Finland …
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Professional learning among school leaders in secondary education: The impact of personal and work context factors
2017
Ruth van Veelen, Peter JC Sleegers, Maaike D Endedijk
Educational administration quarterly 53 (3), 365-408
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Autor:innen:Ruth van Veelen, Peter JC Sleegers, Maaike D Endedijk
Publikationsdatum:08/01/2017
Journal:Educational administration quarterly
Band:53
Ausgabe:3
Seiten:365-408
Herausgeber:SAGE Publications
Beschreibung:Purpose School leadership is fundamental in efforts to successfully implement school reform and improve student and teacher learning. Although there is an abundant amount of research on school leaders’ formal training, assessment, and practice, little is known about their informal professional learning. In other words, how do school leaders learn at the workplace? To answer this question, we took an interactionist approach and argued that school leadership learning is based on the interplay between the school environment and the person. Specifically, we investigated the effect of school context (learning climate, social support), task (task variation), and the personal factor self-efficacy on both individual (reflection and career awareness) and social (asking for feedback and challenging groupthink) learning activities. Method A questionnaire was administered among 1,150 school leaders in Dutch secondary … PurposeMethod
Zitiert von:105
Ressourcen:[PDF] from utwente.nl
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THE ROLE OF CORPORATE HR POLICY IN FACILITATING AND STIMULATING SELF-DIRECTED LEARNING: AN EXPLORATORY RESEARCH
2017
Robert JJ Verscheijden, Anne Schellekens, Maaike D Endedijk, Tim Hirschler
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Autor:innen:Robert JJ Verscheijden, Anne Schellekens, Maaike D Endedijk, Tim Hirschler
Publikationsdatum:05/01/2017
Beschreibung:Due to the unpreceded rapidity of change in society and working life in recent decades, selfdirected learning (SDL) has become increasingly important for both employees and their organisations. Although it has been argued that developing the workforce’s SDL behaviour is an inseparable part of the increasingly strategic role of corporate HR, there is a lack of scientific and practical understanding of how corporate HR policy can actually facilitate and stimulate SDL. Therefore, the twofold purpose of this research is to investigate which employee characteristics, contextual conditions, and perceived HR practices influence SDL, and to clarify the found relationships. To achieve these research goals, an exploratory research approach with a sequential mixed method design was conducted within a corporate high-tech organisation. The first quantitative cross-sectional survey study, conducted on 593 participants, resulted in a multiple regression analysis revealing that a proactive personality is the biggest predictor of SDL, although contextual conditions (ie feedback from others and growth potential) and perceived HR practices on training development education also exert a considerable influence on SDL. Subsequently, 10 participants were subjected to qualitative focus group interviews to clarify the quantitative findings. A conventional content analysis of HR-and employee-utterances confirmed the found relationships, showed the direction of these relationships, and provided examples behind it. Additional insights stem from the finding of more complex relationships, revealing for example that contextual conditions are also influenced by employee …
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Towards sustaining levels of reflective learning: How do transformational leadership, task interdependence, and self-efficacy shape teacher learning in schools?
2017
Arnoud Oude Groote Beverborg, Peter JC Sleegers, Maaike D Endedijk, Klaas Van Veen
How School Leaders Contribute to Student Success: The Four Paths Framework, 93-129
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Autor:innen:Arnoud Oude Groote Beverborg, Peter JC Sleegers, Maaike D Endedijk, Klaas Van Veen
Publikationsdatum:03/17/2017
Journal:How School Leaders Contribute to Student Success: The Four Paths Framework
Seiten:93-129
Herausgeber:Springer International Publishing
Beschreibung:Whereas cross-sectional research has shown that transformational leadership, task interdependence, and self-efficacy are positively related to teachers’ engagement in reflective learning activities, the causal direction of these relations needs further inquiry. At the same time, individual teacher learning might play a mutual role in strengthening school-level capacity for sustained improvement. Building on previous research, this longitudinal study therefore examines how transformational leadership, task interdependence, self-efficacy, and teachers’ engagement in self-reflection mutually affect each other over time. Questionnaire data gathered on three measurement occasions from 655 Dutch Vocational Education and Training teachers was analyzed using a multivariate Latent Difference Score model. Results indicate that self-reflection and task interdependence reciprocally influence each other’s change. A …
Zitiert von:79
Ressourcen:[HTML] from mdpi.com
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Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?
2017
Arnoud Oude Groote Beverborg, Peter JC Sleegers, Maaike D Endedijk
How School Leaders Contribute to Student Success: The Four Paths Framework 23, 93
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Autor:innen:Arnoud Oude Groote Beverborg, Peter JC Sleegers, Maaike D Endedijk
Publikationsdatum:03/15/2017
Journal:How School Leaders Contribute to Student Success: The Four Paths Framework
Band:23
Seiten:93
Herausgeber:Springer
Beschreibung:During the past decade, teachers and schools over the globe have been confronted with all kind of changes, including changes in students' demographics, large-scale educational reforms, and accountability policies aimed at improving the quality of education. Building school-wide capacity by promoting teachers' individual and collective learning is considered an important prerequisite for school's ability to change and sustain improvement. To be able to understand the mechanisms underlying sustained improvement, researchers have started to examine how teacher learning is embedded in schools and linked with building school-improvement capacity (Clarke and Hollingsworth 2002; Geijsel et al. 2009; Sleegers et al. 2005; Stoll 2009; Stoll et al. 2009). In line with this focus, empirical studies into the interplay between leadership, workplace conditions, and psychological factors in teacher learning have been conducted (Kwakman 2003; Richardson and Placier 2001; Smylie et al. 1996). Findings from these studies indicate that both psychological (eg, self-efficacy, motivation) and organizational factors (eg, transformational leadership, an open and trustful
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Workplace based learning, teaching and assessment. How does it work?
2017
Maaike Dorine Endedijk
5th International Conference for Research in Medical Education 2017: Workplace based Le…
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Autor:innen:Maaike Dorine Endedijk
Publikationsdatum:03/01/2017
Journal:5th International Conference for Research in Medical Education 2017: Workplace based Learning, Teaching and Assessment throughout the lifelong Professional Career
Beschreibung:Workplace based learning, teaching and assessment. How does it work? - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Workplace based learning, teaching and assessment. How does it work? Maaike Dorine Endedijk Research output: Contribution to conference › Paper Overview Original language English Publication status Published - Mar 2017 Event 5th International Conference for Research in Medical Education 2017: Workplace based Learning, Teaching and Assessment throughout the lifelong Professional Career - Heinrich Heine-Universiteit, Düsseldorf, Germany Duration: 15 Mar 2017 → 17 Mar 2017 Conference …
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Het Carrière Kompas als feedbacktool. Een infographic
2017
Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janss…
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Autor:innen:Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janssen, Ruth van Veelen
Publikationsdatum:01/01/2017
Beschreibung:Het Carrière Kompas als feedbacktool Page 1 Het Carrière Kompas als feedbacktool TechYourFuture www.techyourfuture.nl Mind the Gap! /techyourfuture Een initiatief van De professionele identiteit De professionele identiteit speelt een belangrijke rol bij carrièrekeuzes. Het gaat om twee vragen: • ‘Wie ben ik als professional?’ • In hoeverre voel ik mij verbonden met mijn (toekomstige) professie? Technische details • Bestaat uit ±100 korte statements • Invullen duurt gemiddeld 10-15 min. • Aantrekkelijk en intuïtief design • Bruikbaar op verschillende devices Bekijk zelf de ‘look & feel’ van het Carrière Kompas met de demo: www.hetcarrierekompas.nl/demo Het Carrière Kompas als feedbacktool Het Carrière Kompas kan ingezet worden: • Ter ondersteuning bij de bewustwording van de eigen unieke identiteit • Om richting te geven aan loopbaanontwikkeling • Als handreiking voor …
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Een leven in de techniek. Technische alumni over het leven en werken in de technische sector. Een infographic
2017
Natascha van Hattum-Janssen, Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möw…
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Autor:innen:Natascha van Hattum-Janssen, Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möwes, Ruth van Veelen
Publikationsdatum:01/01/2017
Beschreibung:Marc is 26 jaar en heeft Werktuigbouwkunde gestudeerd aan de UT. En hij is inmiddels alweer een tijd naar volle tevredenheid werkzaam in de techniek. Maar dat was niet altijd even vanzelfsprekend. Wil je weten waarom? Lees dan het hele verhaal op www. techyourfuture. nl
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Professionele identiteit in relatie tot loopbaanontwikkeling. Welke carrièrekeuzes maken werknemers uit technische bedrijven? Een infographic
2017
Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janss…
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Autor:innen:Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janssen, Ruth van Veelen
Publikationsdatum:01/01/2017
Beschreibung:84% 85% Page 1 Professionele identiteit in relatie tot loopbaanontwikkeling Betrokkenen 275 technische werknemers met HBO+ werkniveau van 5 grote technische bedrijven in de regio Twente: Welke keuzes maken werknemers? Wat valt op in de leeftijdsgroepen? • Er zijn geen ‘Traditionalisten’ aanwezig in de jongste groep, en de meesten in de oudste groep. • De aanwezigheid van ‘Specialistische Nerd’ blijft gelijk. • De ‘Perfectionistische Nerd’ is minder aanwezig naarmate de leeftijd vordert. • Tussen 35-59 jaar is de ‘Status seeker’ het meest vertegenwoordigd. Conclusie Het is niet voor elk profiel medewerkers vanzelfsprekend dat zij zichzelf blijven ontwikkelen. Het Carrière Kompas biedt een vertrekpunt om hierover het gesprek aan te gaan, en helpt om beleid en ondersteuning op maat te maken. Wat valt op in de loopbaanontwikkeling van technische medewerkers? • De carrièreduidelijkheid (weten wat je …
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De profielen van engineers uit het Carrière Kompas: een infographic
2017
Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janss…
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Autor:innen:Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janssen, Ruth van Veelen
Publikationsdatum:01/01/2017
Beschreibung:De profielen van engineers uit het Carrière Kompas Page 1 De profielen van engineers uit het Carrière Kompas Nerd + Is consciëntieus, rationeel, eerlijk + Heeft sterke analytische en onderzoeks-skills + Vindt intellectuele uitdaging belangrijk + Houdt van computer gamen - Hecht weinig waarde aan geld, status of macht - Weinig interesse aan socializen, uiterlijk of mode Einzelgänger + Is zeer introvert, conflictvermijdend en meegaand + Is enigszins analytisch [lage zelf-inschatting] + Vindt een comfortabel leven belangrijk + Houdt van computer gamen [weinig interesses] - Scoort laag op management en team skills - Hecht weinig waarde aan geld, status of macht - Weinig interesse aan socializen, uiterlijk of mode Security seeker + Is consciëntieus, conservatief en emotioneel + Is enigszins goed in organiseren, + Vindt routine, structuur en comfort zeer belangrijk + Houdt van socializen, uiterlijk en mode - Scoort erg …
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Professionele identiteit in relatie tot carrièrekeuzes. Welke carrièrekeuzes maken studenten uit technische opleidingen? Een infographic
2017
Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janss…
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Autor:innen:Maaike Endedijk, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janssen, Ruth van Veelen
Publikationsdatum:01/01/2017
Beschreibung:weetikniet Page 1 Vervolgonderzoek Er is een gebrek aan doorstroom van STEM-talent in technische studies naar technische bedrijven; vooral bij vrouwen en minder prototypisch profielen. In het vervolg kijken we naar: • De ontwikkeling van de professionele identiteit van STEM-studenten over tijd en hoe dit leidt tot de daadwerkelijke carrièrekeuzes (ipv intentie). • De rol van contextfactoren in technische studies en bedrijven bij professionele identiteitsontwikkeling & carrièrekeuzes. • De ondersteuning dmv tools bij de ontwikkeling van een krachtige professionele identiteit in de techniek. Professionele identiteit in relatie tot carrièrekeuzes Betrokkenen 743 studenten van de technische opleidingen bij Saxion/UT (voornamelijk laatstejaarsstudenten), waarvan: Welke keuzes maken studenten? “Noem een bedrijf of organisatie waar je na je studie graag zou willen werken” Definitie van een technische studie Voor de …
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Vrouwen aantrekken en behouden in de techniek. Een infographic
2017
Ruth van Veelen, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janss…
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Autor:innen:Ruth van Veelen, Mirte MA Disberg-van Geloven, Randy A Möwes, Natascha van Hattum-Janssen, Maaike Endedijk
Publikationsdatum:01/01/2017
Beschreibung:Vrouwen aantrekken en behouden in de techniek Page 1 Vrouwen aantrekken en behouden in de techniek Wat zegt de theorie: waarom stromen vrouwen uit? • Uit onderzoek blijkt: geen verschil tussen man/vrouw in de natuurlijke aanleg voor STEM-competenties.• Ondervertegenwoordiging van vrouwen hangt samen met de heersende opvatting over gender-stereotypen in een land.• In Nederland heerst een sterk stereotype beeld dat mannen nu eenmaal beter zijn in STEM-competenties.• Deze cultuur maakt het extra moeilijk voor vrouwen om een professionele identiteit op te bouwen in de techniek Alumni van technische opleidingen Carrièreverschillen tussen mannen en vrouwen • 83% van de mannen en 61% van de vrouwen werkt nu in de technische sector • Vrouwen werken ongeveer evenveel uur als mannen • Vrouwen verdienen minder dan mannen • Vrouwen identificeren zich lager met hun …
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Is jouw organisatie klaar voor zelfsturend leren?
2017
Marloes Giesselink, Mireille Desirée Hubers, Maaike Dorine Endedijk
NSCU magazine
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Autor:innen:Marloes Giesselink, Mireille Desirée Hubers, Maaike Dorine Endedijk
Publikationsdatum:01/01/2017
Journal:NSCU magazine
Beschreibung:Is jouw organisatie klaar voor zelfsturend leren? - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Is jouw organisatie klaar voor zelfsturend leren? Marloes Giesselink, Mireille Desirée Hubers, Maaike Dorine Endedijk Research output: Contribution to journal › Article › Professional Overview Original language English Journal NSCU magazine Publication status Published - 2017 Access to Document https://nl.linkedin.com/pulse/jouw-organisatie-klaar-voor-zelfsturend-leren-marloes-giesselink Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Powered by Pure, Scopus & Elsevier Fingerprint Engine™ All content on this …
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Medical Students’ and Residents’ Self-Regulated Learning in the Clinical Environment: A Systematic Review
2017
Maaike A van Houten-Schat, Joris J Berkhout, Nynke van Dijk, Maaike D Endedijk, A Debbi…
AMEE 2017: The power to surprise
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Autor:innen:Maaike A van Houten-Schat, Joris J Berkhout, Nynke van Dijk, Maaike D Endedijk, A Debbie C Jaarsma, Agnes D Diemers
Publikationsdatum:01/01/2017
Journal:AMEE 2017: The power to surprise
Beschreibung:Medical Students’ and Residents’ Self-Regulated Learning in the Clinical Environment: A Systematic Review - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Medical Students’ and Residents’ Self-Regulated Learning in the Clinical Environment: A Systematic Review Maaike A. van Houten-Schat, Joris J. Berkhout, Nynke van Dijk, Maaike D. Endedijk, A. Debbie C. Jaarsma, Agnes D. Diemers Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 2017 Event AMEE 2017: The power to surprise - Messukeskus Helsinki, Helsinki, Finland Duration: 26 Aug 2017 → 30 …
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Wie is de Technisch Geneeskundige?: Professionele identiteit in relatie tot carrièrekeuzes van jonge professionals in een opkomend vakgebied
2017
L van't Hul, Marleen Groenier, Maaike Dorine Endedijk
NVMO congres 2017: Inspireren tot leren; docenten maken het verschil!
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Autor:innen:L van't Hul, Marleen Groenier, Maaike Dorine Endedijk
Publikationsdatum:01/01/2017
Journal:NVMO congres 2017: Inspireren tot leren; docenten maken het verschil!
Beschreibung:Wie is de Technisch Geneeskundige? Professionele identiteit in relatie tot carrièrekeuzes van jonge professionals in een opkomend vakgebied - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Wie is de Technisch Geneeskundige? Professionele identiteit in relatie tot carrièrekeuzes van jonge professionals in een opkomend vakgebied L. van 't Hul, Marleen Groenier, Maaike Dorine Endedijk Technical Medicine Research output: Contribution to conference › Paper Overview Original language Dutch Publication status Published - 2017 Event NVMO congres 2017: Inspireren tot leren; docenten maken het verschil! - Egmond aan Zee, …
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Future perspectives and challenges of using wearable sensor technology to study dynamics of social learning at the workplace
2017
Maaike D Endedijk, Piet Van den Bossche
1st Network meeting on new measures for new learning questions
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Autor:innen:Maaike D Endedijk, Piet Van den Bossche
Publikationsdatum:01/01/2017
Journal:1st Network meeting on new measures for new learning questions
Beschreibung:Future perspectives and challenges of using wearable sensor technology to study dynamics of social learning at the workplace - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Future perspectives and challenges of using wearable sensor technology to study dynamics of social learning at the workplace Maaike D. Endedijk, Piet Van den Bossche Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 2017 Event 1st Network meeting on new measures for new learning questions - Bruges, Belgium Duration: 22 Nov 2017 → 24 Nov 2017 Conference number: 1 https://…
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Sociometric badges and WiFi sensors: using wearable sensor technology to study dynamics of social learning at the workplace
2017
Maaike D Endedijk, Piet van den Bossche
17th Biennial Conference of the European Association for Research in Learning and Instr…
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Autor:innen:Maaike D Endedijk, Piet van den Bossche
Publikationsdatum:01/01/2017
Journal:17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017
Beschreibung:Sociometric badges and WiFi sensors: using wearable sensor technology to study dynamics of social learning at the workplace - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Sociometric badges and WiFi sensors: using wearable sensor technology to study dynamics of social learning at the workplace Maaike D. Endedijk, Piet van den Bossche Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 2017 Event 17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017 - University of Tampere, Tampere, Finland …
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Double trouble: How being outnumbered and being negatively stereotyped negatively affect the professional ‘fit’and confidence of women in STEM fields
2017
Ruth van Veelen, B Derks, Maaike Dorine Endedijk
Annual ASPO conference 2017
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Autor:innen:Ruth van Veelen, B Derks, Maaike Dorine Endedijk
Publikationsdatum:01/01/2017
Journal:Annual ASPO conference 2017
Beschreibung:Double trouble: How being outnumbered and being negatively stereotyped negatively affect the professional ‘fit’ and confidence of women in STEM fields - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Double trouble: How being outnumbered and being negatively stereotyped negatively affect the professional ‘fit’ and confidence of women in STEM fields Ruth van Veelen, B. Derks, Maaike Dorine Endedijk Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 2017 Event Annual ASPO conference 2017 - Vrije Universiteit, Amsterdam, Netherlands Duration: 14 Dec …
Zitiert von:1
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Duurzame docentprofessionalisering rondom wetenschap & technologie
2017
Mireille D Hubers, Maaike D Endedijk
44e Onderwijs Research Dagen, ORD 2017: Onderwijs| Onderzoek met impact
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Autor:innen:Mireille D Hubers, Maaike D Endedijk
Publikationsdatum:01/01/2017
Journal:44e Onderwijs Research Dagen, ORD 2017: Onderwijs| Onderzoek met impact
Beschreibung:Sustained teacher professional development related to STEM education - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Duurzame docentprofessionalisering rondom wetenschap & technologie Translated title of the contribution : Sustained teacher professional development related to STEM education Mireille D. Hubers, Maaike D. Endedijk Research output: Contribution to conference › Paper Overview Translated title of the contribution Sustained teacher professional development related to STEM education Original language Dutch Publication status Published - 2017 Event 44e Onderwijs Research Dagen, ORD 2017: Onderwijs | …
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Fostering meaning-oriented learning and deliberate practice during internships
2017
LH Bronkhorst, Maaike Dorine Endedijk
17th Biennial Conference of the European Association for Research in Learning and Instr…
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Autor:innen:LH Bronkhorst, Maaike Dorine Endedijk
Publikationsdatum:01/01/2017
Journal:17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017
Beschreibung:Fostering meaning-oriented learning and deliberate practice during internships - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Fostering meaning-oriented learning and deliberate practice during internships LH Bronkhorst, Maaike Dorine Endedijk Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 2017 Event 17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017 - University of Tampere, Tampere, Finland Duration: 29 Aug 2017 → 2 Sept 2017 Conference number: 17 Conference Conference 17th Biennial …
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Fostering student teachers’ deliberate practice: a school-based educators’ perspective
2017
Maaike Dorine Endedijk, LH Bronkhorst
17th Biennial Conference of the European Association for Research in Learning and Instr…
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Autor:innen:Maaike Dorine Endedijk, LH Bronkhorst
Publikationsdatum:01/01/2017
Journal:17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017
Beschreibung:Fostering student teachers’ deliberate practice: a school-based educators’ perspective - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Fostering student teachers’ deliberate practice: a school-based educators’ perspective Maaike Dorine Endedijk, LH Bronkhorst Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 2017 Event 17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017 - University of Tampere, Tampere, Finland Duration: 29 Aug 2017 → 2 Sept 2017 Conference number: 17 Conference Conference …
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Real-time measures of social interaction as predictors for team effectiveness
2017
Stijn de Laat, Maaike Dorine Endedijk, Elze Gooitzen Ufkes, Maurice van Keulen, Reinout…
WAOP conference 2017
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Autor:innen:Stijn de Laat, Maaike Dorine Endedijk, Elze Gooitzen Ufkes, Maurice van Keulen, Reinout Everhard de Vries
Publikationsdatum:01/01/2017
Journal:WAOP conference 2017
Beschreibung:Real-time measures of social interaction as predictors for team effectiveness - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Real-time measures of social interaction as predictors for team effectiveness Stijn de Laat, Maaike Dorine Endedijk, Elze Gooitzen Ufkes, Maurice van Keulen, Reinout Everhard de Vries Psychology of Conflict, Risk and Safety Databases (Former) Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 2017 Event WAOP conference 2017 - Radboud University, Nijmegen, Netherlands Duration: 24 Nov 2017 → 24 Nov 2017 Conference …
Zitiert von:1
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Wie kiest voor de techniek?: Professionele identiteit in relatie tot carrièrekeuzes van technische studenten
2017
Randy Ann Möwes, Ruth van Veelen, Maaike Dorine Endedijk
44e Onderwijs Research Dagen, ORD 2017: Onderwijs| Onderzoek met impact
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Autor:innen:Randy Ann Möwes, Ruth van Veelen, Maaike Dorine Endedijk
Publikationsdatum:01/01/2017
Journal:44e Onderwijs Research Dagen, ORD 2017: Onderwijs| Onderzoek met impact
Beschreibung:Wie kiest voor de techniek? Professionele identiteit in relatie tot carrièrekeuzes van technische studenten - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Wie kiest voor de techniek? Professionele identiteit in relatie tot carrièrekeuzes van technische studenten Randy Ann Möwes, Ruth van Veelen, Maaike Dorine Endedijk Research output: Contribution to conference › Paper Overview Original language Dutch Publication status Published - 2017 Event 44e Onderwijs Research Dagen, ORD 2017: Onderwijs | Onderzoek met impact - Antwerpen, Belgium Duration: 28 Jun 2017 → 30 Jun 2017 Conference number: 44 https://www.…
Zitiert von:1
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Underrepresentation of women in STEM: How if affects their social identity threat and subsequent professional development
2017
Ruth van Veelen, B Derks, Maaike Dorine Endedijk
Research seminar with Michelle Ryan
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Autor:innen:Ruth van Veelen, B Derks, Maaike Dorine Endedijk
Publikationsdatum:01/01/2017
Journal:Research seminar with Michelle Ryan
Beschreibung:Underrepresentation of women in STEM: How if affects their social identity threat and subsequent professional development - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Underrepresentation of women in STEM: How if affects their social identity threat and subsequent professional development Ruth van Veelen, B. Derks, Maaike Dorine Endedijk Research output: Contribution to conference › Paper 15 Citations (Scopus) Overview Original language English Publication status Published - 2017 Event Research seminar with Michelle Ryan - Utrecht, Netherlands Duration: 15 Jan 2017 → 15 Jan 2017 Seminar Seminar Research …
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Mind the gap: Why do technical alumni stay in the technical sector
2017
N van Hattum-Janssen, MD Endedijk
45th SEFI Annual Conference 2017, 1029-1036
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Autor:innen:N van Hattum-Janssen, MD Endedijk
Publikationsdatum:01/01/2017
Journal:45th SEFI Annual Conference 2017
Seiten:1029-1036
Herausgeber:Societe Europeenne pour la Formation des Ingenieurs (SEFI)
Beschreibung:Mind the gap: Why do technical alumni stay in the technical sector - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Mind the gap: Why do technical alumni stay in the technical sector N. van Hattum - Janssen, MD Endedijk Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic 2 Citations (Scopus) 125 Downloads (Pure) Overview Original language English Title of host publication Proceedings of the 45th SEFI Conference Editors Jose Carlos Quadrado, Jorge Bernardino, Joao Rocha Publisher Societe Europeenne pour la Formation des Ingenieurs (SEFI) Pages 1029-1036 …
Zitiert von:5
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Not always a nerd: exploring the diversity in professional identity profiles of STEM students in relation to their career choices
2017
Maaike Dorine Endedijk, Ruth van Veelen, Randy Möwes
Proceedings of the 45th SEFI Conference, 1069-1976
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Autor:innen:Maaike Dorine Endedijk, Ruth van Veelen, Randy Möwes
Publikationsdatum:01/01/2017
Journal:Proceedings of the 45th SEFI Conference
Seiten:1069-1976
Beschreibung:Although there is a high demand of highly educated professionals in the technical sector, only about 50% of the graduates from a study program in science, technology, engineering and mathematics (STEM) opt for a career in the technical sector. Professional identity has been shown to influence students’ career choice. STEM students whose professional identity is more in line with their future profession are more likely to commit to a career in the technical sector. At the same time, stereotyping can lead less prototypical students to leave the technical sector. However, little is known about the diversity in STEM students’ professional identity and how this is related to their career choices. Based on a survey-study among 743 STEM-students, we developed five profiles of STEM students’ professional identity called the nerd, the status seeker, the hipster, the security seeker and the loner. These profiles were significantly related to the strength of identification with their future profession and intended career choice. Results indicate that while there is much variation between STEM students’ professional identity, more stereotypical, male students are still more likely to aim for a career within the technical field.
Zitiert von:11
Ressourcen:[PDF] from uu.nl
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Teamleerprocessen ontrafeld: Een verkenning van de interactiepatronen van universitair docententeams
2017
Rike Bron, Maaike Dorine Endedijk
44e Onderwijs Research Dagen, ORD 2017: Onderwijs| Onderzoek met impact
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Autor:innen:Rike Bron, Maaike Dorine Endedijk
Publikationsdatum:01/01/2017
Journal:44e Onderwijs Research Dagen, ORD 2017: Onderwijs| Onderzoek met impact
Beschreibung:Teamleerprocessen ontrafeld: Een verkenning van de interactiepatronen van universitair docententeams - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Teamleerprocessen ontrafeld: Een verkenning van de interactiepatronen van universitair docententeams Rike Bron, Maaike Dorine Endedijk Research output: Contribution to conference › Paper › peer-review Overview Original language Dutch Publication status Published - 2017 Event 44e Onderwijs Research Dagen, ORD 2017: Onderwijs | Onderzoek met impact - Antwerpen, Belgium Duration: 28 Jun 2017 → 30 Jun 2017 Conference number: 44 https://www.uantwerpen.be/nl/…
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Exploring higher education teacher team learning using text mining analysis
2017
Rike Bron, Maaike Dorine Endedijk, Bernard P Veldkamp
17th Biennial Conference of the European Association for Research in Learning and Instr…
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Autor:innen:Rike Bron, Maaike Dorine Endedijk, Bernard P Veldkamp
Publikationsdatum:01/01/2017
Journal:17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017
Beschreibung:Exploring higher education teacher team learning using text mining analysis - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Exploring higher education teacher team learning using text mining analysis Rike Bron, Maaike Dorine Endedijk, Bernard P. Veldkamp Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 2017 Event 17th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2017 - University of Tampere, Tampere, Finland Duration: 29 Aug 2017 → 2 Sept 2017 Conference number: 17 Conference Conference …
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Communicative patterns beneath collaborative learning processes and outcomes in team meetings
2017
Rike Bron, Maaike D Endedijk
1st Network meeting on new measures for new learning questions
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Autor:innen:Rike Bron, Maaike D Endedijk
Publikationsdatum:01/01/2017
Journal:1st Network meeting on new measures for new learning questions
Beschreibung:Communicative patterns beneath collaborative learning processes and outcomes in team meetings - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Communicative patterns beneath collaborative learning processes and outcomes in team meetings Rike Bron, Maaike D. Endedijk Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 2017 Event 1st Network meeting on new measures for new learning questions - Bruges, Belgium Duration: 22 Nov 2017 → 24 Nov 2017 Conference number: 1 https://www.uantwerpen.be/en/projects/learning-strategies/activities/network…
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Opening the black box: experiencing the use of sensor technology to continuously monitor social interaction at the workplace as a proxy for informal social learning
2016
Maaike Dorine Endedijk, Stijn de Laat, Elze Gooitzen Ufkes
EARLI SIG 27: Online Measures of Learning Processes
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Autor:innen:Maaike Dorine Endedijk, Stijn de Laat, Elze Gooitzen Ufkes
Publikationsdatum:11/29/2016
Journal:EARLI SIG 27: Online Measures of Learning Processes
Beschreibung:Opening the black box: experiencing the use of sensor technology to continuously monitor social interaction at the workplace as a proxy for informal social learning - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Opening the black box: experiencing the use of sensor technology to continuously monitor social interaction at the workplace as a proxy for informal social learning Maaike Dorine Endedijk, Stijn de Laat, Elze Gooitzen Ufkes Psychology of Conflict, Risk and Safety Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper Overview Original language English Publication …
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Using Process Mining to Develop a Dynamic Model of Self-and Social Regulation in Relation to Team Performance at the Workplace
2016
Marijn Wijga, Maaike Dorine Endedijk
EARLI SIG 27: Online Measures of Learning Processes
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Autor:innen:Marijn Wijga, Maaike Dorine Endedijk
Publikationsdatum:11/29/2016
Journal:EARLI SIG 27: Online Measures of Learning Processes
Beschreibung:Using Process Mining to Develop a Dynamic Model of Self- and Social Regulation in Relation to Team Performance at the Workplace - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Using Process Mining to Develop a Dynamic Model of Self- and Social Regulation in Relation to Team Performance at the Workplace Marijn Wijga, Maaike Dorine Endedijk Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 29 Nov 2016 Event EARLI SIG 27 : Online Measures of Learning Processes - University of Oulu, Oulu, …
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Measuring students’ self-regulated learning in professional education: bridging the gap between event and aptitude measurements
2016
Maaike D Endedijk, Mieke Brekelmans, Peter Sleegers, Jan D Vermunt
Quality & quantity 50 (5), 2141-2164
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Autor:innen:Maaike D Endedijk, Mieke Brekelmans, Peter Sleegers, Jan D Vermunt
Publikationsdatum:09/01/2016
Journal:Quality & quantity
Band:50
Ausgabe:5
Seiten:2141-2164
Herausgeber:Springer Netherlands
Beschreibung:Self-regulated learning has benefits for students’ academic performance in school, but also for expertise development during their professional career. This study examined the validity of an instrument to measure student teachers’ regulation of their learning to teach across multiple and different kinds of learning events in the context of a postgraduate professional teacher education programme. Based on an analysis of the literature, we developed a log with structured questions that could be used as a multiple-event instrument to determine the quality of student teachers’ regulation of learning by combining data from multiple learning experiences. The findings showed that this structured version of the instrument measured student teachers’ regulation of their learning in a valid and reliable way. Furthermore, with the aid of the Structured Learning Report individual differences in student teachers’ regulation of learning …
Zitiert von:81
Ressourcen:[HTML] from springer.com
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Not always a nerd: the diversity in professional identity profiles of STEM students and their relation to career choices
2016
Ruth van Veelen, Maaike Dorine Endedijk, Randy Ann Möwes
8th EARLI SIG 14 International Conference: Learning and Professional Development
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Autor:innen:Ruth van Veelen, Maaike Dorine Endedijk, Randy Ann Möwes
Publikationsdatum:08/24/2016
Journal:8th EARLI SIG 14 International Conference: Learning and Professional Development
Beschreibung:Not always a nerd: the diversity in professional identity profiles of STEM students and their relation to career choices - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Not always a nerd: the diversity in professional identity profiles of STEM students and their relation to career choices Ruth van Veelen, Maaike Dorine Endedijk, Randy Ann Möwes Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 24 Aug 2016 Event 8th EARLI SIG 14 International Conference: Learning and Professional Development - …
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Opening the black box: using sensor technology to continuously monitor social interaction at the workplace as a proxy for informal social learning.
2016
Maaike Dorine Endedijk, Stijn de Laat, Elze Gooitzen Ufkes
8th EARLI SIG 14 International Conference: Learning and Professional Development
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Autor:innen:Maaike Dorine Endedijk, Stijn de Laat, Elze Gooitzen Ufkes
Publikationsdatum:08/24/2016
Journal:8th EARLI SIG 14 International Conference: Learning and Professional Development
Beschreibung:Opening the black box: using sensor technology to continuously monitor social interaction at the workplace as a proxy for informal social learning. - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Opening the black box: using sensor technology to continuously monitor social interaction at the workplace as a proxy for informal social learning. Maaike Dorine Endedijk, Stijn de Laat, Elze Gooitzen Ufkes Psychology of Conflict, Risk and Safety Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 24 Aug 2016 …
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Using Process Mining to Develop a Dynamic Model of Self-and Social Regulation in Relation to Team Innovativeness
2016
Marijn Wijga, Maaike Dorine Endedijk
8th EARLI SIG 14 International Conference: Learning and Professional Development
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Autor:innen:Marijn Wijga, Maaike Dorine Endedijk
Publikationsdatum:08/24/2016
Journal:8th EARLI SIG 14 International Conference: Learning and Professional Development
Beschreibung:Using Process Mining to Develop a Dynamic Model of Self- and Social Regulation in Relation to Team Innovativeness - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Using Process Mining to Develop a Dynamic Model of Self- and Social Regulation in Relation to Team Innovativeness Marijn Wijga, Maaike Dorine Endedijk Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 24 Aug 2016 Event 8th EARLI SIG 14 International Conference: Learning and Professional Development - Regensburg, Regensburg…
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Social Regulation at the Workplace: The Development of an Analysis Tool to Understand Regulation of Learning in Teams
2016
Marijn Wijga, Maaike Dorine Endedijk
8th EARLI SIG 14 International Conference: Learning and Professional Development
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Autor:innen:Marijn Wijga, Maaike Dorine Endedijk
Publikationsdatum:08/24/2016
Journal:8th EARLI SIG 14 International Conference: Learning and Professional Development
Beschreibung:Social Regulation at the Workplace: The Development of an Analysis Tool to Understand Regulation of Learning in Teams - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Social Regulation at the Workplace: The Development of an Analysis Tool to Understand Regulation of Learning in Teams Marijn Wijga, Maaike Dorine Endedijk Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 24 Aug 2016 Event 8th EARLI SIG 14 International Conference: Learning and Professional Development - Regensburg, …
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The dynamic and emergent nature of team learning: Using machine learning techniques to automatically discern team learning processes from team conversations
2016
Rike Bron, Maaike Endedijk
8th EARLI SIG 14 International Conference: Learning and Professional Development
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Autor:innen:Rike Bron, Maaike Endedijk
Publikationsdatum:08/24/2016
Journal:8th EARLI SIG 14 International Conference: Learning and Professional Development
Beschreibung:The dynamic and emergent nature of team learning: Using machine learning techniques to automatically discern team learning processes from team conversations - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation The dynamic and emergent nature of team learning: Using machine learning techniques to automatically discern team learning processes from team conversations Rike Bron, Maaike Endedijk Faculty of Behavioural, Management and Social Sciences 4TU Centre for Engineering Education Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 24 Aug 2016 …
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Towards a fine-grained approach to team learning: The effect of intra-and inter-team learning on team effectiveness
2016
Rike Bron, Maaike Endedijk, Ruth van Veelen
8th EARLI SIG 14 International Conference: Learning and Professional Development
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Autor:innen:Rike Bron, Maaike Endedijk, Ruth van Veelen
Publikationsdatum:08/24/2016
Journal:8th EARLI SIG 14 International Conference: Learning and Professional Development
Beschreibung:Towards a fine-grained approach to team learning: The effect of intra- and inter-team learning on team effectiveness - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Towards a fine-grained approach to team learning: The effect of intra- and inter-team learning on team effectiveness Rike Bron, Maaike Endedijk, Ruth van Veelen Faculty of Behavioural, Management and Social Sciences 4TU Centre for Engineering Education Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 24 Aug 2016 Event 8th EARLI SIG 14 International Conference: Learning and …
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Behind the scenes in higher education: How university teachers collaboratively design a project-based and student-centred course
2016
Rike Bron, Maaike Endedijk, Bernard P Veldkamp
Higher Education Conference 2016
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Autor:innen:Rike Bron, Maaike Endedijk, Bernard P Veldkamp
Publikationsdatum:07/13/2016
Journal:Higher Education Conference 2016
Beschreibung:Behind the scenes in higher education: How university teachers collaboratively design a project-based and student-centred course - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Behind the scenes in higher education: How university teachers collaboratively design a project-based and student-centred course Rike Bron, Maaike Endedijk, Bernard P. Veldkamp Faculty of Behavioural, Management and Social Sciences 4TU Centre for Engineering Education Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 13 Jul 2016 Event Higher Education Conference 2016 …
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A Case Study on Exploring the Relevance of Evaluation Characteristics in Designing an Evaluation Approach on Behaviour Level on Training Effectiveness
2016
S Mohammad, MD Endedijk
Mahmood, A., Nudrat, S., Asdaque, MM, Nawaz, A. & Haider (2011), 203-208
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Autor:innen:S Mohammad, MD Endedijk
Publikationsdatum:07/08/2016
Journal:Mahmood, A., Nudrat, S., Asdaque, MM, Nawaz, A. & Haider
Ausgabe:2011
Seiten:203-208
Beschreibung:The current business environment changes due to technology, business trends and organisations striving for a competitive advantage. As a result, more organisations focus on learning opportunities and training for their professionals and evaluate these programs to determine if the current way of working is, or if elements can be adapted or changed. Evaluation can be done on several levels: reaction, learning, behaviour and results. The two levels of evaluation that are mostly related to transfer and effectiveness of training, are behaviour and results. This present study describes an exploratory case study, which was set out for Deloitte Netherlands, a large organisation, that employs professionals to provide audit, tax, consulting, financial advisory and risk management to clients. The aim of this study was to investigate what evaluation characteristics are seen as relevant by learning professionals in designing an evaluation approach on behaviour level with the goal to determine the effectiveness of the training. By going back to the literature and the evaluation frameworks that are used to guide an evaluation, evaluation characteristics are identified and there is explored what these characteristics mean for the theory and existing evaluation frameworks. Three semi-structured focus-groups interviews with the learning department of Deloitte provided input on identifying evaluation characteristics and the role of them in designing an evaluation approach. There is taken into account what types of training allow an evaluation on behaviour level, the possible measurement methods, and involvement. Next to that, input was given on conditions that need to be …
Zitiert von:3
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Nerdy, hipster of status gedreven
2016
Sandra Pool, Maaike Endedijk
UT Nieuws
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Autor:innen:Sandra Pool, Maaike Endedijk
Publikationsdatum:07/06/2016
Journal:UT Nieuws
Herausgeber:University of Twente
Beschreibung:Mind the gap, zo heet het TechYourFuture onderzoeksproject van UT-onderzoeker Maaike Endedijk over de doorstroom van bètastudenten naar de technische arbeidsmarkt. Afgelopen vrijdag kregen ruim vijftienduizend UT-alumni van technische opleidingen een uitnodiging om aan het onderzoek mee te doen.
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Een multidimensionale benadering van teamleren: Het differentiële effect van intra-en inter-teamleren op teameffectiviteit
2016
Rike Bron, Maaike Endedijk, Ruth van Veelen
43e Onderwijs Research Dagen 2016: Koersen op Kennis
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Autor:innen:Rike Bron, Maaike Endedijk, Ruth van Veelen
Publikationsdatum:05/25/2016
Journal:43e Onderwijs Research Dagen 2016: Koersen op Kennis
Beschreibung:Een multidimensionale benadering van teamleren: Het differentiële effect van intra- en inter-teamleren op teameffectiviteit - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Een multidimensionale benadering van teamleren: Het differentiële effect van intra- en inter-teamleren op teameffectiviteit Rike Bron, Maaike Endedijk, Ruth van Veelen Faculty of Behavioural, Management and Social Sciences 4TU Centre for Engineering Education Research output: Contribution to conference › Paper Overview Original language Dutch Publication status Published - 25 May 2016 Event 43e Onderwijs Research Dagen 2016: Koersen op Kennis - …
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Niet alleen maar nerds! De professionele identiteit van medewerkers in de technische sector-Onderzoek uitgevoerd in opdracht van TechYourFuture.
2016
MD Endedijk, Randy Möwes, Dieuwertje ten Berg, R van Veelen
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Autor:innen:MD Endedijk, Randy Möwes, Dieuwertje ten Berg, R van Veelen
Publikationsdatum:01/01/2016
Herausgeber:TYF
Beschreibung:Niet alleen maar nerds! De professionele identiteit van medewerkers in de technische sector - Onderzoek uitgevoerd in opdracht van TechYourFuture. - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Niet alleen maar nerds! De professionele identiteit van medewerkers in de technische sector - Onderzoek uitgevoerd in opdracht van TechYourFuture. MD Endedijk, Randy Möwes, Dieuwertje ten Berg, R. van Veelen Chair Derks Work and Organizational Psychology: Occupational Health Psychology University of Twente Research output: Book/Report › Report › Professional Overview Original language English Publisher TYF Publication status Published - 2016 Other files and links https://www.…
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Leerprocessen en leerpatronen
2016
IE Oosterheert, V Donche, M Endedijk, S Wal-Maris
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Autor:innen:IE Oosterheert, V Donche, M Endedijk, S Wal-Maris
Publikationsdatum:01/01/2016
Herausgeber:Eindhoven: Ten Brink Uitgevers
Beschreibung:Leerprocessen en leerpatronen Toggle navigation Radboud Repository Toggle navigation View Item Radboud Repository Collections Radboud University Academic publications View Item Radboud Repository Collections Radboud University Academic publications View Item Search Repository This Collection BrowseAll of RepositoryCollectionsDepartmentsDate IssuedAuthorsTitlesDocument typeThis CollectionDepartmentsDate IssuedAuthorsTitlesDocument type StatisticsView Item Statistics Leerprocessen en leerpatronen Find Full text Publication year 2016 Author(s) Oosterheert, IE Donche, V. Endedijk, M. Wal-Maris, S. van der Publisher Eindhoven : Ten Brink Uitgevers ISBN 9789077866375 In Beijaard, D. (ed.), Weten wat werkt: Onderwijsonderzoek vertaald voor lerarenopleiders Publication type Part of book or chapter of book If a DOI or any other persistent identifier is unavailable, please use the following …
Zitiert von:1
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Leerprocessen en leerpatronen van leraren-in-opleiding
2016
I Oosterheert, V Donche, Maaike Dorine Endedijk, S van der Wal-Maris
Opleiden en begeleiden van leraren: een kennisbasis voor lerarenopleiders
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Autor:innen:I Oosterheert, V Donche, Maaike Dorine Endedijk, S van der Wal-Maris
Publikationsdatum:01/01/2016
Journal:Opleiden en begeleiden van leraren: een kennisbasis voor lerarenopleiders
Herausgeber:VELON
Beschreibung:Leerprocessen en leerpatronen van leraren-in-opleiding - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Leerprocessen en leerpatronen van leraren-in-opleiding I. Oosterheert, V. Donche, Maaike Dorine Endedijk, S. van der Wal-Maris Faculty of Behavioural, Management and Social Sciences Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic Overview Original language Dutch Title of host publication Opleiden en begeleiden van leraren: een kennisbasis voor lerarenopleiders Editors D. Beijaard Publisher VELON Pages - Publication status Published - 2016 Publication series Name Publisher …
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Niet alleen maar nerds! De professionele identiteit van medewerkers in de technische sector
2016
Maaike Dorine Endedijk, Randy Ann Möwes, Dieuwertje Maria Johanna Sabine ten Berg, Ruth…
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Autor:innen:Maaike Dorine Endedijk, Randy Ann Möwes, Dieuwertje Maria Johanna Sabine ten Berg, Ruth van Veelen
Publikationsdatum:01/01/2016
Herausgeber:Tech Your Future
Beschreibung:Voor u ligt de rapportage van het deelonderzoek van het project Mind the gap!, een onderzoeksproject gefinancierd door TechYourFuture en uitgevoerd door de Universiteit Twente en Saxion. Dit deelonderzoek is gestart met een behoefte-analyse onder twaalf technische bedrijven in de regio Twente, om erachter te komen wat de belangrijkste uitdagingen zijn van technische bedrijven om voldoende goed gekwalificeerd hoger opgeleid personeel te krijgen en hoe het project Mind the gap! een bijdrage zou kunnen leveren. Een belangrijke uitkomst hiervan was dat bedrijven vooral moeite hebben om een bepaald type engineer te vinden, een engineer die niet alleen slim en innovatief is, maar ook goed in communicatie en managementvaardigheden heeft. Een beknopte samenvatting van deze behoefte-analyse is als appendix aan dit rapport toegevoegd. In dit rapport presenteren we de uitkomsten van het vervolgonderzoek, waarin we met behulp van het carrière kompas de professionele identiteit van de medewerkers in de technische sector in beeld hebben gebracht. Het onderzoek geeft inzicht in de variëteit aan engineers die in de technische sector werkzaam is. In totaal hebben we zes verschillende profielen weten te onderscheiden. De profielen beschrijven verschillen tussen engineers in hoe zij zichzelf zien als professional en deze profielen zijn ook gerelateerd aan achtergrondkenmerken van medewerkers en hoe zij denken over hun werk en hun toekomstige carrière. Het onderzoek brengt voor bedrijven in beeld wat voor technisch talent ze in huis hebben en kan helpen om zich beter te profileren voor toekomstige medewerkers. De …
Ressourcen:[PDF] from utwente.nl
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Differential effects of a long teacher training internship on students’ learning-to-teach patterns
2015
Vincent Donche, Maaike D Endedijk, Tine Van Daal
European Journal of Teacher Education 38 (4), 484-495
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Autor:innen:Vincent Donche, Maaike D Endedijk, Tine Van Daal
Publikationsdatum:10/02/2015
Journal:European Journal of Teacher Education
Band:38
Ausgabe:4
Seiten:484-495
Herausgeber:Routledge
Beschreibung:To become a lifelong learner as a teacher, student teachers already have to learn how to direct their own learning during initial teacher education programmes. Previous empirical research has shown that student teachers differ in their patterns of learning-to-teach, but few is known about the changeability of these learning patterns throughout teacher education and the role of teacher training internships in this. In this study, the changes in student teachers’ patterns of learning-to-teach amongst pre-service teachers were investigated using a longitudinal design. 253 student teachers were asked to complete the ‘Inventory Learning To Teach Process’ questionnaire at two points during the last semester of a three-year teaching programme: immediately prior to and immediately following a long teacher training internship. The results of this study demonstrate that learning-to-teach patterns are subject to a relative degree …
Zitiert von:23
Ressourcen:[PDF] from utwente.nl
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Studying work as it is: using sensor technology to describe the temporal and spatial nature of interactions at work
2015
Maaike Dorine Endedijk, Elze Gooitzen Ufkes, Stijn de Laat
EAWOP Small Group Meeting: Studying work as it is: capturing dynamics in workplace rela…
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Autor:innen:Maaike Dorine Endedijk, Elze Gooitzen Ufkes, Stijn de Laat
Publikationsdatum:09/14/2015
Journal:EAWOP Small Group Meeting: Studying work as it is: capturing dynamics in workplace relationships
Beschreibung:Studying work as it is: using sensor technology to describe the temporal and spatial nature of interactions at work - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Studying work as it is: using sensor technology to describe the temporal and spatial nature of interactions at work Maaike Dorine Endedijk, Elze Gooitzen Ufkes, Stijn de Laat Psychology of Conflict, Risk and Safety Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper › peer-review Overview Original language English Publication status Published - 14 Sept 2015 Event EAWOP Small Group Meeting: Studying work …
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The interplay between self-and social regulation in teams
2015
Marijn Wijga, Maaike Endedijk, Peter Sleegers
16th Biennial Conference of the European Association for Research in Learning and Instr…
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Autor:innen:Marijn Wijga, Maaike Endedijk, Peter Sleegers
Publikationsdatum:08/25/2015
Journal:16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015: Towards a reflective society: synergies between learning, teaching and research
Beschreibung:Research has suggested that the regulation of learning processes in teams is a key factor in enhancing team and organizational innovativeness. The present study explores the different combinations of (self-and social) regulatory processes that take place during team work and how teams differ in the quality of these regulation processes. We investigated the regulation processes of 10 teacher teams from one Dutch university that are implementing a new curriculum. Observations of team meetings were used to measure the interaction between self-and social regulated learning of team members in the context of a university curriculum innovation. The poster will display an adequate and valid analysis tool with which the performance of teams can be explained based on the occurrence of different types and combinations of regulation processes during team meetings. This will be illustrated with empirical evidence. In addition, the results will show whether the expected occurrence of the four types of regulation activities (ignored, accepted, shared, and co-constructed) is reflected by the data
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Team learning for innovation in higher education: A mixed methods study
2015
Rike Bron, Maaike Endedijk, Peter Sleegers
16th Biennial Conference of the European Association for Research in Learning and Instr…
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Autor:innen:Rike Bron, Maaike Endedijk, Peter Sleegers
Publikationsdatum:08/25/2015
Journal:16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015: Towards a reflective society: synergies between learning, teaching and research
Beschreibung:In Higher Education, many changes towards more student-centred and interdisciplinary education are designed and implemented. In order to design such educational innovations, teachers in higher education have to work together in teams. In this research we study these teacher collaboration processes from a perspective of team learning. Team learning consists of a compilation of processes that circularly generate change or improvement. The three basic team learning processes described in the literature are sharing, co-construction and constructive conflict. The nature of these processes differs in different contexts. Until now, quantitative studies have yielded ambiguous results concerning the distinction between team learning processes, and qualitative research about team learning is relatively scarce. In our study, we therefore aim to provide a comprehensive description of the nature of team learning in higher education, using a mixed method design. Our study takes place at a Dutch research university, that is implementing a change towards modular (15 ECTS) and project-based bachelor courses. Teacher teams are responsible for designing these modules. In a qualitative part of our study, we followed ten teacher teams during their module (re) design, and recorded their team meetings. In the quantitative part of the study we administered a questionnaire to 120 teacher teams. Preliminary analyses indicate that a different operationalization of the basic team learning processes is needed, in order to better describe team learning in teams of more than three persons. In our poster session we will present this new operationalization
Zitiert von:1
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Tackling methodological challenges to gain new insight into the complexity of student teacher learning in a dual teacher education program
2015
Anja J Boevé, Larike H Bronkhorst, Maaike D Endedijk, Paulien C Meijer
Methodological challenges in research on student learning 1, 27
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Autor:innen:Anja J Boevé, Larike H Bronkhorst, Maaike D Endedijk, Paulien C Meijer
Publikationsdatum:06/15/2015
Journal:Methodological challenges in research on student learning
Band:1
Seiten:27
Herausgeber:Maklu
Beschreibung:The learning process of student teachers in dual teacher education programs does not fall clearly within the framework of student learning or teacher learning. Therefore standard instruments may not suffice to understand how student teachers learn. This chapter examines student teachers’ learning experiences recorded with a digital learning log during a one-year, post-graduate, dual teacher education program. Using multilevel analysis, differences in specific characteristics of learning experiences are found at the beginning and end of teacher education. Different types of learning experiences are distinguished that appeared stable over time, though this may be debated. Based on the findings, we argue that focusing on differences between individual students at a single point in time may not do justice to the complexity of learning occurring in different contexts and changing throughout educational programs.
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Professional learning among school leaders: the impact of personal and work context factors
2015
Ruth van Veelen, PJC Sleegers, Maaike Dorine Endedijk
17th European Congress of Work and Organizational Psychology, EAWOP 2015: Respectful an…
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Autor:innen:Ruth van Veelen, PJC Sleegers, Maaike Dorine Endedijk
Publikationsdatum:05/20/2015
Journal:17th European Congress of Work and Organizational Psychology, EAWOP 2015: Respectful and effective leadership: Managing people and organizations in turbulent times
Beschreibung:Professional learning among school leaders: the impact of personal and work context factors - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Professional learning among school leaders: the impact of personal and work context factors Ruth van Veelen, PJC Sleegers, Maaike Dorine Endedijk Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 20 May 2015 Event 17th European Congress of Work and Organizational Psychology, EAWOP 2015: Respectful and effective leadership: Managing people and …
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Students’ learning activities within and between the contexts of education and work
2014
Maaike D Endedijk, Larike H Bronkhorst
Vocations and learning 7 (3), 289-311
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Autor:innen:Maaike D Endedijk, Larike H Bronkhorst
Publikationsdatum:10/01/2014
Journal:Vocations and learning
Band:7
Ausgabe:3
Seiten:289-311
Herausgeber:Springer Netherlands
Beschreibung:Many professional educational programs combine learning at an educational institute with learning in the workplace. The differences between these contexts, and the resulting challenges for learning, have been well-documented. However, there are few studies that explore the same students’ learning in both contexts, and even fewer that compare that learning to the learning that results from an integration of learning in both contexts. In this study we investigate, in detail, the similarities and differences of students’ learning activities both within and between the formal educational and workplace contexts of a professional educational program in the Netherlands. To that end, we analysed 1866 learning experiences of 148 students in a dual teacher education program. Analyses revealed that although the different contexts appear to be more conducive to certain kinds of learning activities, thereby confirming prior …
Zitiert von:45
Ressourcen:[PDF] from researchgate.net
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Learning paths of engineers: studying sequences of learning activities to understand knowledge workers‘ professional development
2014
MD Endedijk, M Hoekman, PJC Sleegers
7th EARLI SIG14 Learning and Professional Development Conference 2014
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Autor:innen:MD Endedijk, M Hoekman, PJC Sleegers
Publikationsdatum:08/27/2014
Journal:7th EARLI SIG14 Learning and Professional Development Conference 2014
Herausgeber:University of Oslo
Beschreibung:Learning paths of engineers: studying sequences of learning activities to understand knowledge workers' professional development - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Learning paths of engineers: studying sequences of learning activities to understand knowledge workers' professional development MD Endedijk, M. Hoekman, PJC Sleegers Faculty of Behavioural, Management and Social Sciences Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic Overview Original language English Title of host publication 7th EARLI SIG 14 Learning and professional …
Zitiert von:6
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Students‘ development in self-regulated learning in postgraduate professional education: a longitudinal study
2014
Maaike D Endedijk, Jan D Vermunt, Paulien C Meijer, Mieke Brekelmans
Studies in higher education 39 (7), 1116-1138
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Autor:innen:Maaike D Endedijk, Jan D Vermunt, Paulien C Meijer, Mieke Brekelmans
Publikationsdatum:08/09/2014
Journal:Studies in higher education
Band:39
Ausgabe:7
Seiten:1116-1138
Herausgeber:Routledge
Beschreibung:One of the tasks of postgraduate education is to develop students' conceptions and skills necessary for lifelong learning in their profession. Therefore, this study aimed at identifying students' development in self-regulated learning throughout a postgraduate teacher education programme. A longitudinal design with three measurement occasions was adopted. Student teachers' learning orientations were measured with a questionnaire and their regulation activities by means of multiple structured question logs. Longitudinal multilevel analyses showed that student teachers became more passive in their regulation throughout the programme. Furthermore, only one third of the student teachers changed in the direction of independent meaning-oriented learning. This study found little evidence that student teachers became more self-regulating throughout the postgraduate professional programme. This shows that …
Zitiert von:76
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Zelfsturend leren in zelfsturende teams in de gezondheidszorg
2014
I Jolij, Maaike Dorine Endedijk
41e Onderwijs Research Dagen 2014: Deelname en Distantie
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Autor:innen:I Jolij, Maaike Dorine Endedijk
Publikationsdatum:06/11/2014
Journal:41e Onderwijs Research Dagen 2014: Deelname en Distantie
Beschreibung:Zelfsturend leren in zelfsturende teams in de gezondheidszorg - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Zelfsturend leren in zelfsturende teams in de gezondheidszorg I. Jolij, Maaike Dorine Endedijk Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic Overview Original language Dutch Title of host publication Onderwijs Research Dagen 2014, Groningen, 11-13 juni 2014 Place of Publication Groningen Pages - Publication status Published - 11 Jun 2014 Event 41e Onderwijs Research Dagen 2014: Deelname en Distantie - Groningen, Netherlands Duration: 11 Jun 2014 …
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Teamleren van docenten in het hoger onderwijs
2014
Rike Bron, Maaike Endedijk, Susan McKenney, PJC Sleegers
41e Onderwijs Research Dagen 2014: Deelname en Distantie
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Autor:innen:Rike Bron, Maaike Endedijk, Susan McKenney, PJC Sleegers
Publikationsdatum:06/11/2014
Journal:41e Onderwijs Research Dagen 2014: Deelname en Distantie
Beschreibung:Methode • Longitudinale studie (2 jaar)• 10 universitaire docententeams (van 5-12 personen), werkend aan een onderwijsverandering• Audio-opnames van teambijeenkomsten• Vragenlijst team leergedrag & inter-teamleren• Sociale netwerkvragen
Ressourcen:[PDF] from utwente.nl
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Individual differences in student teachers‘ self-regulated learning: An examination of regulation configurations in relation to conceptions of learning to teach
2014
Maaike D Endedijk, Mieke Brekelmans, Nico Verloop, Peter JC Sleegers, Jan D Vermunt
Learning and individual differences 30, 155-162
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Autor:innen:Maaike D Endedijk, Mieke Brekelmans, Nico Verloop, Peter JC Sleegers, Jan D Vermunt
Publikationsdatum:02/01/2014
Journal:Learning and individual differences
Band:30
Seiten:155-162
Herausgeber:JAI
Beschreibung:This study aimed at describing the individual differences in student teachers' self-regulated learning to teach in postgraduate professional teacher education programmes. Cross-sectional data were collected from 28 student teachers about their regulation activities and conceptions of learning to teach through open question logs from multiple learning experiences and interviews. The findings showed that the self-regulation activities of student teachers could be represented by five different configurations. In addition, it appeared that student teachers' regulation relate differently to their conceptions of learning then expected from the literature. The implications of these findings are discussed for a better understanding of the role of self-regulated learning in the professional development of student teachers.
Zitiert von:50
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Critically reflective dialogues in learning communities of professionals
2014
Esther de Groot, Maaike D Endedijk, A Debbie C Jaarsma, P Robert-Jan Simons, Peter van …
Studies in Continuing Education 36 (1), 15-37
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Autor:innen:Esther de Groot, Maaike D Endedijk, A Debbie C Jaarsma, P Robert-Jan Simons, Peter van Beukelen
Publikationsdatum:01/02/2014
Journal:Studies in Continuing Education
Band:36
Ausgabe:1
Seiten:15-37
Herausgeber:Routledge
Beschreibung:Communities in which professionals share and create knowledge potentially support their continued learning. To realise this potential more fully, members are required to reflect critically. For learning at work such behaviour has been described as critically reflective work behaviour, consisting of six aspects: challenging groupthink, critical opinion sharing, an openness about mistakes, asking for and giving feedback, experimentation and research utilisation. We studied whether and how these aspects can be distinguished in dialogues of seven different communities of veterinary professionals (critically reflective dialogues). Our exploration of the nature of critically reflective dialogues resulted in an analytical framework. Within each aspect four different modes of communication were identified: interactive, on an individual basis, non-reflective and restricted. We assume that professionals use learning opportunities …
Zitiert von:59
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Student teachers’ learning patterns in school-based teacher education programmes: the influence of person, context and time
2014
MD Endedijk, V Donche, I Oosterheert
Learning patterns in Higher Education
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Autor:innen:MD Endedijk, V Donche, I Oosterheert
Publikationsdatum:01/01/2014
Journal:Learning patterns in Higher Education
Herausgeber:Routledge, London
Beschreibung:One of the key tasks of teacher education is to support student teachers to develop a way of learning that enables lifelong learning (Hagger et al. 2008). In order to design teacher education programmes to foster this development, scientific knowledge is needed about student teachers' learning patterns, the influencing factors and how student teachers' learning patterns develop over time. Previous research on learning patterns has focused predominantly on understanding individual differences in academic learning in higher education contexts (Vermunt and Vermetten 2004). In this way, ‘academic’ learning patterns have been widely investigated in first year higher education contexts and to some extent in teacher education programmes (Donche and Van Petegem 2009). The vast body of research has indicated that these learning patterns are relatively dynamic factors and are influenced by several personal and …
Zitiert von:32
Ressourcen:[PDF] from utwente.nl
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Supporting intrinsic motivation of knowledge workers in teams
2014
Tim Hirschler–tim, Stefan van Langevelde–s, Maaike Endedijk–md, Joseph Kessels–jwm
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Autor:innen:Tim Hirschler–tim, Stefan van Langevelde–s, Maaike Endedijk–md, Joseph Kessels–jwm
Publikationsdatum:01/01/2014
Beschreibung:The importance of knowledge creation and its continuous application to work keeps rising. Intrinsic motivation is an important contributor to this process, but studies exploring effects of team level variables on intrinsic motivation are limited. The purpose of this study is to explore effects of team level social conditions that may contribute to satisfaction of the basic motivational needs of autonomy, competence and relatedness. We expect that both leadership distribution and a climate for informal learning are positive team level social conditions that support workers’ intrinsic motivation. We conducted an explorative cross-sectional study using data from 21 teams of an organization for child and youth support in the Netherlands. The basic psychological needs are measured with the W-BNS survey. Leadership distribution is operationalized using a novel social network approach and an 8-item scale measuring climate for …
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Teaching design engineering in an interdisciplinary programme
2014
Wessel Wits, Jasper Homminga, Maaike Endedijk, Klaasjan Visscher, Leonie Krab-H
DS 78: Proceedings of the 16th International conference on Engineering and Product Desi…
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Autor:innen:Wessel Wits, Jasper Homminga, Maaike Endedijk, Klaasjan Visscher, Leonie Krab-H
Publikationsdatum:01/01/2014
Journal:DS 78: Proceedings of the 16th International conference on Engineering and Product Design Education (E&PDE14), Design Education and Human Technology Relations, University of Twente, The Netherlands, 04-05.09. 2014
Beschreibung:ATLAS, the Academy of Technology and Liberal Arts & Sciences, is an interdisciplinary three-year Bachelor of Science honours programme for talented students that opened its doors in September 2013. This international programme uses the concept of project-led education to teach students to integrate both technical and social perspectives into a new engineering approach. It aims to educate the so-called ‘new engineer’: a generalist who can combine technological and societal approaches with design solutions that can be implemented in a range of technical, social, and cultural contexts.
Zitiert von:6
Ressourcen:[PDF] from designsociety.org
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How student teachers learn: the role of self-regulated learning
2014
Maaike Dorine Endedijk
Pedagogical field experiences in teacher education: Theoretical foundations, programmes…
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Autor:innen:Maaike Dorine Endedijk
Publikationsdatum:01/01/2014
Journal:Pedagogical field experiences in teacher education: Theoretical foundations, programmes, processes, and effects
Herausgeber:Waxmann
Beschreibung:How student teachers learn: the role of self-regulated learning - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation How student teachers learn: the role of self-regulated learning Maaike Dorine Endedijk Faculty of Behavioural, Management and Social Sciences Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review Overview Original language English Title of host publication Pedagogical field experiences in teacher education: Theoretical foundations, programmes, processes, and effects Editors KH Arnold, A. Gröschner, T. Hascher Place of Publication Münster Publisher Waxmann Pages …
Zitiert von:12
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Design of interdisciplinary program for excellent students
2013
Jasper Homminga, Wessel Wits, Ruud van Damme, Maaike Endedijk
Honors Conference 2013, Rotterdam, 3-4 October 2013
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Autor:innen:Jasper Homminga, Wessel Wits, Ruud van Damme, Maaike Endedijk
Publikationsdatum:10/03/2013
Journal:Honors Conference 2013, Rotterdam, 3-4 October 2013
Beschreibung:The Academy of Technology and Liberal Arts & Sciences (ATLAS) at the University of Twente is an interdisciplinary program for top students, integrating both social and technical perspectives into a new engineering approach. ATLAS fully embodies the University of Twente’s motto of “High Tech, Human Touch”, integrating social, technical, behavioral and design perspectives into an interdisciplinary program. This Bachelor program will qualify students for monodisciplinary Master programs in social and technological disciplines. One of the aims of interdisciplinary education is to develop interdisciplinary thinking. Interdisciplinary thinking is essential for future engineers to solve complex problems. We aimed for designing a program that stimulates the interdisciplinary thinking of students.
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Design of an interdisciplinary programme for excellent students
2013
Wessel Willems Wits, R van Damme, M Endedijk
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Autor:innen:Wessel Willems Wits, R van Damme, M Endedijk
Publikationsdatum:10/03/2013
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Design your own talent development in ATLAS
2013
Wessel Wits, Maaike Endedijk, Jasper Homminga, Ruud van Damme
Honors Conference 2013: Learning to Innovate" Evoking Professional Excellence in Higher…
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Autor:innen:Wessel Wits, Maaike Endedijk, Jasper Homminga, Ruud van Damme
Publikationsdatum:10/01/2013
Journal:Honors Conference 2013: Learning to Innovate" Evoking Professional Excellence in Higher Education
Beschreibung:The Academy of Technology and Liberal Arts & Sciences (ATLAS) at the University of Twente is an interdisciplinary program for top students, integrating both social and technical perspectives into a new engineering approach. Within ATLAS we have three domains (Physics, Math and Social Scnience) and six Learning Lines (Interdisciplinarity, Research, Design, Organization, Communication, Learning Capacity). One of the aims of ATLAS is to empower students as self-regulated learners. This is generally important for their development in current and future work situations1, but it is even more important in a broad study program like ATLAS. In ATLAS, students will not receive an in-depth education in every discipline, they should therefore learn how to develop and deepen themselves further in a discipline. As self-regulated learning is not only a students characteristic, but also a feature of the learning environment2 …
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Development of critically reflective dialogues in communities of health professionals
2013
Esther de Groot, Maaike Endedijk, Debbie Jaarsma, Peter van Beukelen, Robert-Jan Simons
Advances in health sciences education 18 (4), 627-643
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Autor:innen:Esther de Groot, Maaike Endedijk, Debbie Jaarsma, Peter van Beukelen, Robert-Jan Simons
Publikationsdatum:10/01/2013
Journal:Advances in health sciences education
Band:18
Ausgabe:4
Seiten:627-643
Herausgeber:Springer Netherlands
Beschreibung:Critically reflective dialogues (CRD) are important for knowledge sharing and creating meaning in communities. CRD includes different aspects: being open about mistakes, critical opinion sharing, asking for and giving feedback, experimentation, challenging groupthink and research utilisation. In this article we explore whether CRD aspects change over time, through a study of two dialogues each from six different communities of veterinary health professionals. Change was studied from the perspective of observations, through analysing transcripts of dialogues, and from the perspective of community members’ perceptions, through an evaluative discussion with members. The results showed that some communities became more open about mistakes, a finding that is related to an increase in trust. Other observed aspects of CRD seemed to be fairly stable over time. Community members perceived research …
Zitiert von:26
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Transfer for sustainable learning: A study on a new transfer component and its influencing factors
2013
Maaike Endedijk, Rike Bron, Hans JW Luyten
15th Biennial EARLI Conference for Research on Learning and Instruction 2013:" Responsi…
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Autor:innen:Maaike Endedijk, Rike Bron, Hans JW Luyten
Publikationsdatum:08/27/2013
Journal:15th Biennial EARLI Conference for Research on Learning and Instruction 2013:" Responsible Teaching and Sustainable Learning"
Beschreibung:Transfer for sustainable learning: A study on a new transfer component and its influencing factors - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Transfer for sustainable learning: A study on a new transfer component and its influencing factors Maaike Endedijk, Rike Bron, Hans JW Luyten 4TU Centre for Engineering Education Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 27 Aug 2013 Event 15th Biennial EARLI Conference for Research on Learning and Instruction 2013: "Responsible Teaching and Sustainable Learning" - Munich, Germany Duration: 27 …
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Assessing the quality of student teachers’ professional learning: an international validation study
2013
Maaike Dorine Endedijk, V Donche, A Gröschner, T Hascher, A Kreis
15th Biennial EARLI Conference for Research on Learning and Instruction 2013:" Responsi…
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Autor:innen:Maaike Dorine Endedijk, V Donche, A Gröschner, T Hascher, A Kreis
Publikationsdatum:08/27/2013
Journal:15th Biennial EARLI Conference for Research on Learning and Instruction 2013:" Responsible Teaching and Sustainable Learning"
Beschreibung:Assessing the quality of student teachers’ professional learning: an international validation study - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Assessing the quality of student teachers’ professional learning: an international validation study Maaike Dorine Endedijk, V. Donche, A. Gröschner, T. Hascher, A. Kreis Faculty of Behavioural, Management and Social Sciences Research output: Contribution to conference › Paper Overview Original language English Publication status Published - 27 Aug 2013 Event 15th Biennial EARLI Conference for Research on Learning and Instruction 2013: "Responsible Teaching and Sustainable …
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Assessing the quality of students ‘professional learning: an international validation study.: Paper accepted for presentation at the 15th Biennial Conference (Earli 2013 …
2013
M Endedijk, V Donche, A Gröschner, Tina Hascher, A Kreis, Gerda Hagenauer
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Autor:innen:M Endedijk, V Donche, A Gröschner, Tina Hascher, A Kreis, Gerda Hagenauer
Publikationsdatum:08/01/2013
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Professioneel leren in een duaal onderwijsprogramma: de waarde van leren in formele en informele leeromgevingen
2013
Maaike Dorine Endedijk, LH Bronkhorst
40e Onderwijs Research Dagen 2013: Over Waarderen
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Autor:innen:Maaike Dorine Endedijk, LH Bronkhorst
Publikationsdatum:05/29/2013
Journal:40e Onderwijs Research Dagen 2013: Over Waarderen
Beschreibung:Professioneel leren in een duaal onderwijsprogramma: de waarde van leren in formele en informele leeromgevingen - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Professioneel leren in een duaal onderwijsprogramma: de waarde van leren in formele en informele leeromgevingen Maaike Dorine Endedijk, LH Bronkhorst Research output: Contribution to conference › Paper Overview Original language Dutch Pages - Publication status Published - 29 May 2013 Event 40e Onderwijs Research Dagen 2013: Over Waarderen - Brussel, Belgium Duration: 29 May 2013 → 31 May 2013 Conference number: 40 Conference Conference …
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Transfer van en voor leren: een onderzoek naar een nieuwe component van transfer en de beïnvloede factoren
2013
Rike Bron, Maaike Endedijk, Hans JW Luyten
40e Onderwijs Research Dagen 2013: Over Waarderen
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Autor:innen:Rike Bron, Maaike Endedijk, Hans JW Luyten
Publikationsdatum:05/29/2013
Journal:40e Onderwijs Research Dagen 2013: Over Waarderen
Beschreibung:Transfer van en voor leren: een onderzoek naar een nieuwe component van transfer en de beïnvloede factoren - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Transfer van en voor leren: een onderzoek naar een nieuwe component van transfer en de beïnvloede factoren Rike Bron, Maaike Endedijk, Hans JW Luyten Faculty of Behavioural, Management and Social Sciences 4TU Centre for Engineering Education Research output: Contribution to conference › Paper Overview Original language Dutch Pages - Publication status Published - 29 May 2013 Event 40e Onderwijs Research Dagen 2013: Over Waarderen - Brussel, …
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Relations between student teachers’ learning patterns and their concrete learning activities
2013
Maaike D Endedijk, Jan D Vermunt
Studies in educational evaluation 39 (1), 56-65
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Autor:innen:Maaike D Endedijk, Jan D Vermunt
Publikationsdatum:03/01/2013
Journal:Studies in educational evaluation
Band:39
Ausgabe:1
Seiten:56-65
Herausgeber:Pergamon
Beschreibung:This study aims to unravel the relationships between student teachers’ learning patterns and how they actually learn in practice as measured during multiple concrete learning experiences. In previous research aptitude and event measures often pointed in different directions. 90 student teachers’ learning patterns were measured with an aptitude instrument, designed for the specific context of learning to teach. Multiple concrete learning activities were measured with a structured digital log. Results showed meaningful relations between students’ learning patterns and their learning activities, taking multiple learning experiences into account. Survival oriented student teachers show more inactiveness in their learning, reproduction oriented student teachers learn by doing to improve their teaching behavior, dependent meaning oriented student teachers are more influenced by previous negative experiences and …
Zitiert von:77
Ressourcen:[PDF] from researchgate.net
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Supporting intrinsic motivation of knowledge workers within teams
2013
Stefan van Langevelde, JWM Kessels, MD Endedijk
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Autor:innen:Stefan van Langevelde, JWM Kessels, MD Endedijk
Publikationsdatum:01/01/2013
Beschreibung:In the current economy work depends on the creativity, commitment, perseverance, and ability to learn of knowledge workers. Intrinsic motivation is a key concept to ensure the productivity of knowledge workers. The main purpose of this study is to investigate how the intrinsic motivation of knowledge workers within a team can be supported. The Self-determination theory describes the importance of a supportive social context in facilitating intrinsic motivation through the satisfaction of the basic psychological need for autonomy and competence. We theoretically argue that the theory of distributed leadership and a climate for informal learning are social conditions that can facilitate satisfaction of the need for autonomy (in terms of self-direction, self-initiation and self-determination) and competence (in terms of learning, development and knowledge productivity). To empirically study these theoretical relationships a survey has been conducted in 21 teams of knowledge workers in an organization for child and youth support in the Netherlands. The results show that only a climate for informal learning has a positive relationship with autonomy satisfaction. This indicates that the quality of social interaction is more important than the mere presence of it. For competence satisfaction, a positive and significant relationship with a knowledge worker’s personal influence within a team was found. This indicates that the granting of influence can be perceived as positive feedback, which satisfies the need for competence. Due to a low between-group variance the team level effects on competence could neither be confirmed nor rejected. Theoretical and practical …
Zitiert von:3
Ressourcen:[PDF] from academia.edu
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Critically reflective work behavior of health care professionals
2012
Esther de Groot, Debbie Jaarsma, Maaike Endedijk, Tim Mainhard, Ineke Lam, Robert‐Jan S…
Journal of Continuing Education in the Health Professions 32 (1), 48-57
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Autor:innen:Esther de Groot, Debbie Jaarsma, Maaike Endedijk, Tim Mainhard, Ineke Lam, Robert‐Jan Simons, Peter van Beukelen
Publikationsdatum:12/01/2012
Journal:Journal of Continuing Education in the Health Professions
Band:32
Ausgabe:1
Seiten:48-57
Herausgeber:Wiley Subscription Services, Inc., A Wiley Company
Beschreibung:Introduction Better understanding of critically reflective work behavior (CRWB), an approach for work‐related informal learning, is important in order to gain more profound insight in the continuing development of health care professionals. Methods A survey, developed to measure CRWB and its predictors, was distributed to veterinary professionals. The authors specified a model relating CRWB to a Perceived Need for Lifelong Learning, Perceived Workload, and Opportunities for Feedback. Furthermore, research utilization was added to the concept of CRWB. The model was tested against the data, using structural equation modeling (SEM). Results The model was well represented by the data. Four factors that reflect aspects of CRWB were distinguished: (1) individual CRWB; (2) being critical in interactions with others; (3) cross‐checking of information; and (4) openness to new findings. The latter 2 originated …
Zitiert von:31
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The nature of student teachers’ regulation of learning in teacher education
2012
Maaike D Endedijk, Jan D Vermunt, Nico Verloop, Mieke Brekelmans
British Journal of Educational Psychology 82 (3), 469-491
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Autor:innen:Maaike D Endedijk, Jan D Vermunt, Nico Verloop, Mieke Brekelmans
Publikationsdatum:09/01/2012
Journal:British Journal of Educational Psychology
Band:82
Ausgabe:3
Seiten:469-491
Herausgeber:Blackwell Publishing Ltd
Beschreibung:Background. Self‐regulated learning (SRL) has mainly been conceptualized to involve student learning within academic settings. In teacher education, where learning from theory and practice is combined, student teachers also need to regulate their learning. Hence, there is an urgent need to extend SRL theories to the domain of teacher learning and to obtain scientific knowledge on the nature of student teachers’ SRL to enable support of these processes in teacher education. Aims. This study was aimed at exploring the nature of student teachers’ regulation of learning across various theoretical and practical contexts in teacher education. Sample. Twenty‐eight students from a post‐graduate academic teacher education institute participated in this study. Method. For the measurement of student teachers’ regulation activities, an open question log, called Learning Report, was developed. Content analysis and …
Zitiert von:96
Ressourcen:[PDF] from researchgate.net
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Mapping inidividual differences in studetn teachers‘ professional learning during internships: an integrative framework
2012
Maaike Dorine Endedijk, V Donche
EARLI SIG 14 2012: Learning in Transition
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Autor:innen:Maaike Dorine Endedijk, V Donche
Publikationsdatum:08/22/2012
Journal:EARLI SIG 14 2012: Learning in Transition
Beschreibung:Mapping inidividual differences in studetn teachers' professional learning during internships: an integrative framework - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Mapping inidividual differences in studetn teachers' professional learning during internships: an integrative framework Maaike Dorine Endedijk, V. Donche Research output: Contribution to conference › Paper Overview Original language English Pages - Publication status Published - 22 Aug 2012 Event EARLI SIG 14 2012: Learning in Transition - Antwerpen, Belgium Duration: 22 Aug 2012 → 24 Aug 2012 Conference Conference EARLI SIG 14 2012: Learning in …
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Students‘ professional learning across sites: learning and regulation activities in formal versus informal learning environments
2012
Maaike Dorine Endedijk, LH Bronkhorst
Paper presented at the EARLI/SIG14 2012: Learning in Transition
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Autor:innen:Maaike Dorine Endedijk, LH Bronkhorst
Publikationsdatum:08/22/2012
Journal:Paper presented at the EARLI/SIG14 2012: Learning in Transition
Beschreibung:Students' professional learning across sites: learning and regulation activities in formal versus informal learning environments - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Students' professional learning across sites: learning and regulation activities in formal versus informal learning environments Maaike Dorine Endedijk, LH Bronkhorst Research output: Contribution to conference › Paper Overview Original language English Pages - Publication status Published - 22 Aug 2012 Event Paper presented at the EARLI/SIG14 2012: Learning in Transition - Antwerpen, België Duration: 22 Aug 2012 → 24 Aug 2012 Conference …
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Professionalisering van studieloopbaanbegeleiders. Ontwerp en evaluatie van een trainingsinterventie gericht op het voeren van loopbaandialogen
2012
Maaike Dorine Endedijk, Piety Runhaar, Maria A Hendriks, A Sonneveld
39e Onderwijs Research Dagen 2012: Ecologisch Leren
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Autor:innen:Maaike Dorine Endedijk, Piety Runhaar, Maria A Hendriks, A Sonneveld
Publikationsdatum:06/20/2012
Journal:39e Onderwijs Research Dagen 2012: Ecologisch Leren
Beschreibung:Professionalisering van studieloopbaanbegeleiders. Ontwerp en evaluatie van een trainingsinterventie gericht op het voeren van loopbaandialogen - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Professionalisering van studieloopbaanbegeleiders. Ontwerp en evaluatie van een trainingsinterventie gericht op het voeren van loopbaandialogen Maaike Dorine Endedijk, Piety Runhaar, Maria A. Hendriks, A. Sonneveld Research output: Contribution to conference › Paper Overview Original language Dutch Pages - Publication status Published - 20 Jun 2012 Event 39e Onderwijs Research Dagen 2012: Ecologisch Leren - …
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Assessing student teachers‘ learning orientations in relation to personal, contextual and time-related factors
2012
Maaike Dorine Endedijk, V Donche
Paper presented at the Research in Teaching and Teacher Education Conference (SIG 11): …
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Autor:innen:Maaike Dorine Endedijk, V Donche
Publikationsdatum:06/13/2012
Journal:Paper presented at the Research in Teaching and Teacher Education Conference (SIG 11): Research in Teaching and Teacher Education Conference (SIG 11)
Beschreibung:Assessing student teachers' learning orientations in relation to personal, contextual and time-related factors - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Assessing student teachers' learning orientations in relation to personal, contextual and time-related factors Maaike Dorine Endedijk, V. Donche Research output: Contribution to conference › Paper Overview Original language English Pages - Publication status Published - 13 Jun 2012 Event Paper presented at the Research in Teaching and Teacher Education Conference (SIG 11): Research in Teaching and Teacher Education Conference (SIG 11) - Bergen, Norway Duration…
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Rapportage nulmeting Preventie in de Keten: leerlinggegevens
2012
Cathy van Tuijl, Maaike Endedijk, Jens Abbing
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Autor:innen:Cathy van Tuijl, Maaike Endedijk, Jens Abbing
Publikationsdatum:01/01/2012
Herausgeber:University of Twente
Beschreibung:Het project Preventie in de Keten bestaat uit een interventie-en een onderzoekdeel. Doel van het onderzoek is meer te weten te komen over welke leerlingen kans lopen op een negatieve schoolcarrière of voortijdig schoolverlaten (vsv), welke rol het onderwijs daarbij speelt en of een interventie bij docenten helpt om vsv of voorlopers ervan te voorkomen. Dit rapport is beperkt tot de nulmeting én tot leerlinggegevens uit vragenlijsten en dossieronderzoek. Deze nulmeting start met de beschrijving van de leerlingen die aan dit onderzoek deelnemen. De leerlingen zijn afkomstig uit het basisonderwijs (cohort 1, 2 en 3 uit resp. groep 1, 4, en 7), uit de 2e klas van het vmbo (4e cohort) en eerstejaars mbo (5e cohort). Vooraf was bepaald dat elk van de cohorten uit minimaal 200 leerlingen zou moeten bestaan om statistisch voldoende power te hebben. Voor de nulmeting van Preventie in de Keten zijn vragenlijsten afgenomen bij vier van de vijf cohorten leerlingen, bij hun leraren en bij de schoolleiders. Daarnaast zijn leerlingen uit cohort 4 en5 ook getest en zijn testgegevens van de basisschoolleerlingen bij de scholen opgevraagd. Omdat nog niet alle schoolresultaten van deze leerlingen waren ontvangen of verwerkt zijn toetsgegevens nog niet in dit rapport verwerkt.
Zitiert von:11
Ressourcen:[PDF] from utwente.nl
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How student teachers learn in relation to the quality of their teaching
2011
Maaike Endedijk, Mieke Brekelmans, Paulien Meijer, Jan Vermunt
14th Biennial Conference European Association for Research on Learning and Instruction,…
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Autor:innen:Maaike Endedijk, Mieke Brekelmans, Paulien Meijer, Jan Vermunt
Publikationsdatum:08/30/2011
Journal:14th Biennial Conference European Association for Research on Learning and Instruction, EARLI 2011: Education for a Global Networked Society
Beschreibung:How student teachers learn in relation to the quality of their teaching - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation How student teachers learn in relation to the quality of their teaching Maaike Endedijk, Mieke Brekelmans, Paulien Meijer, Jan Vermunt Research output: Contribution to conference › Paper Overview Research output (1) Original language English Number of pages 3 Publication status Published - 30 Aug 2011 Event 14th Biennial Conference European Association for Research on Learning and Instruction, EARLI 2011: Education for a Global Networked Society - Exeter, United Kingdom Duration: 29 Aug 2011 → 3 …
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Building a culture of evidence: A longitudinal study on student teacher learning
2011
LH Bronkhorst, Maaike Dorine Endedijk, B Koster, Paulien Meijer, JD Vermunt
14th Biennial Conference European Association for Research on Learning and Instruction,…
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Autor:innen:LH Bronkhorst, Maaike Dorine Endedijk, B Koster, Paulien Meijer, JD Vermunt
Publikationsdatum:08/30/2011
Journal:14th Biennial Conference European Association for Research on Learning and Instruction, EARLI 2011: Education for a Global Networked Society
Beschreibung:Building a culture of evidence: A longitudinal study on student teacher learning - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Building a culture of evidence: A longitudinal study on student teacher learning LH Bronkhorst, Maaike Dorine Endedijk, B. Koster, Paulien Meijer, JD Vermunt Research output: Contribution to conference › Paper Overview Original language English Pages - Publication status Published - 30 Aug 2011 Event 14th Biennial Conference European Association for Research on Learning and Instruction, EARLI 2011: Education for a Global Networked Society - Exeter, United Kingdom Duration: 29 Aug 2011 → 3 …
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Student teachers‘ learning orientations in school-based teacher education programmes
2011
Maaike Dorine Endedijk, V Donche
14th Biennial Conference European Association for Research on Learning and Instruction,…
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Autor:innen:Maaike Dorine Endedijk, V Donche
Publikationsdatum:08/30/2011
Journal:14th Biennial Conference European Association for Research on Learning and Instruction, EARLI 2011: Education for a Global Networked Society
Beschreibung:Student teachers' learning orientations in school-based teacher education programmes - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Student teachers' learning orientations in school-based teacher education programmes Maaike Dorine Endedijk, V. Donche Research output: Contribution to conference › Paper Overview Original language English Pages - Publication status Published - 30 Aug 2011 Event 14th Biennial Conference European Association for Research on Learning and Instruction, EARLI 2011: Education for a Global Networked Society - Exeter, United Kingdom Duration: 29 Aug 2011 → 3 Sept 2011 Conference …
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Integrating research and practice: How research instruments can be used as incentives for improving student teachers’ professional learning
2011
Maaike Dorine Endedijk
Paper presented at the ELSIN 2011, 16th Annual Conference
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Autor:innen:Maaike Dorine Endedijk
Publikationsdatum:06/29/2011
Journal:Paper presented at the ELSIN 2011, 16th Annual Conference
Beschreibung:Integrating research and practice: How research instruments can be used as incentives for improving student teachers’ professional learning - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation Integrating research and practice: How research instruments can be used as incentives for improving student teachers’ professional learning Maaike Dorine Endedijk Research output: Contribution to conference › Paper Overview Original language English Pages - Publication status Published - 29 Jun 2011 Event Paper presented at the ELSIN 2011, 16th Annual Conference - Antwerp, Belgium Duration: 29 Jun 2011 → 1 Jul 2011 Conference …
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An emerging framework on student teachers‘ learning orientations in school-based teacher education programmes: the influence of personal, contextual and time-related factors
2011
Maaike Dorine Endedijk, Vincent Donche
Paper presented at the ELSIN 2011, 16th Annual Conference
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Autor:innen:Maaike Dorine Endedijk, Vincent Donche
Publikationsdatum:06/29/2011
Journal:Paper presented at the ELSIN 2011, 16th Annual Conference
Beschreibung:An emerging framework on student teachers' learning orientations in school-based teacher education programmes: the influence of personal, contextual and time-related factors - University of Twente Research Information Skip to main navigation Skip to search Skip to main content University of Twente Research Information Home University of Twente Research Information Logo Home Profiles Research units Projects Research output Datasets Activities Prizes Press/Media Search by expertise, name or affiliation An emerging framework on student teachers' learning orientations in school-based teacher education programmes: the influence of personal, contextual and time-related factors Maaike Dorine Endedijk, V. Donche Research output: Contribution to conference › Paper Overview Original language English Pages - Publication status Published - 29 Jun 2011 Event Paper presented at the ELSIN 2011, 16th …
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Hoe docenten in opleiding leren in relatie tot hun kwaliteit van lesgeven
2011
Maaike Endedijk, Mieke Brekelmans, Paulien Meijer, Jan Vermunt
38e Onderwijs Research Dagen 2011: Passie voor Leren
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Autor:innen:Maaike Endedijk, Mieke Brekelmans, Paulien Meijer, Jan Vermunt
Publikationsdatum:06/08/2011
Journal:38e Onderwijs Research Dagen 2011: Passie voor Leren
Beschreibung:Methode De leeroriëntaties van docenten zijn bestudeerd met de herziene versie van de ILTP (Inventory Learning to Teach Process), zoals ontwikkeld door Oosterheert, Vermunt en Denessen (2002). Dit instrument bestaat uit 10 schalen met Likert-type items
Ressourcen:[PDF] from utwente.nl
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Patterns in teacher learning in different phases of the professional career
2011
Jan D Vermunt, Maaike D Endedijk
Learning and individual differences 21 (3), 294-302
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Autor:innen:Jan D Vermunt, Maaike D Endedijk
Publikationsdatum:06/01/2011
Journal:Learning and individual differences
Band:21
Ausgabe:3
Seiten:294-302
Herausgeber:JAI
Beschreibung:This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers' professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about teaching, motivations to learn about teaching, learning outcomes, and personal and contextual factors. A learning pattern is conceived as a coherent whole of learning activities that learners usually employ, their beliefs about own learning and their learning motivation; a whole that is characteristic of them in a certain period. Patterns in teacher learning across studies are identified and problematic aspects of teacher learning are discussed. It is concluded that teachers differ in the learning patterns they adopt, and that these patterns differ with regard to the quality of teacher …
Zitiert von:471
Ressourcen:[HTML] from academia.edu
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Critically reflective work behaviour within autonomous professionals’ learning communities
2011
Esther De Groot, BAM Van den Berg, Maaike Dorine Endedijk, P Van Beukelen, PRJ Simons
Vocations and Learning 4 (1), 41-62
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Autor:innen:Esther De Groot, BAM Van den Berg, Maaike Dorine Endedijk, P Van Beukelen, PRJ Simons
Publikationsdatum:04/01/2011
Journal:Vocations and Learning
Band:4
Ausgabe:1
Seiten:41-62
Herausgeber:Springer Netherlands
Beschreibung:Informal learning communities in which participants show critically reflective work behaviour (CRWB) have the potential to support lifelong learning. In practice this behaviour does not always occur in groups of autonomous professionals. This study explores design principles (DPs) that could act as social affordances for CRWB, within the context of healthcare professionals. From the literature, 28 DPs were deduced. In an online Delphi study, 12 experts gave their opinions about these. To explore strategies for implementation of these DPs, a face-to-face expert discussion meeting was organized. The Delphi study resulted in a subset of 13 DPs considered to be relevant for CRWB. Some of the design principles were confirmed or reformulated, others were considered to be unimportant. Exploration of strategies for implementation confirmed the importance of having moderators from within the group. The results of this …
Zitiert von:16
Ressourcen:[HTML] from springer.com
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Stimulating student teachers’ development towards meaning-oriented learning and deliberate practice in a complex learning environment
2011
M Endedijk, LH Bronkhorst, JD Vermunt, M Brekelmans, A Koster, PC Meijer
Paper presented at the conference of the American Educational Research Association, Apr…
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Autor:innen:M Endedijk, LH Bronkhorst, JD Vermunt, M Brekelmans, A Koster, PC Meijer
Publikationsdatum:01/01/2011
Journal:Paper presented at the conference of the American Educational Research Association, April 8-12
Beschreibung:Stimulating student teachers’ development towards meaning-oriented learning and deliberate practice in a complex learning environment - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Stimulating student teachers’ development towards meaning-oriented learning and deliberate practice in a complex learning environment M. Endedijk, LH Bronkhorst, JD Vermunt, M. Brekelmans, A. Koster, PC Meijer Education extern Research output: Contribution to conference › Paper › Other research output Overview Original language English Publication status Published - 2011 Event Paper presented at the conference of the American Educational Research Association, April 8-12 - New Orleans, USA Duration: 1 …
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Student teachers‘ self-regulated learning
2010
Maaike Dorine Endedijk
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Autor:innen:Maaike Dorine Endedijk
Publikationsdatum:07/02/2010
Beschreibung:The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the professional development of a teacher. Therefore, it is extremely important that these programmes support the development of student teachers’ conceptions and skills necessary for their further professional development as a teacher. The quality of student teachers’ learning depends for a significant part on the ability to control and steer their learning. Currently, detailed descriptions of how and to what extent student teachers regulate their learning to teach, as well as how it develops throughout a dual learning programme are lacking. Therefore, the main research question of this dissertation was: What is the nature and development of student teachers’ self-regulated learning in a dual learning programme? To answer this research question, two empirical studies have been carried out. In the first study, student teachers’ regulation activities and their learning conceptions were examined with an open question log. The results showed that the relations among the various regulation activities could be described by an underlying structure of two dimensions: passive versus active regulation of learning and prospective versus retrospective regulation of learning. Active regulation dominated in practice schools, passive regulation at the university. Most student teachers showed multiple types of regulation while learning in a dual learning programme, and almost …
Zitiert von:60
Ressourcen:[PDF] from uu.nl
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Student teachers’ self-regulated learning [Unpublished doctoral dissertation]
2010
MD Endedijk
Utrecht University, The Netherlands
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Autor:innen:MD Endedijk
Publikationsdatum:01/01/2010
Journal:Utrecht University, The Netherlands
Zitiert von:3
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Student Teachers’ Self-Regulated Learning (Doctoral dissertation), University Utrecht
2010
MD Endedijk
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Autor:innen:MD Endedijk
Publikationsdatum:01/01/2010
Zitiert von:2
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Student teachers’ individual growth in self-regulated learning throughout a dual learning programme
2010
MD Endedijk, JD Vermunt, PC Meijer, JMG Brekelmans
Paper presented at the Joint Conference of SIG Higher Education and SIG Teaching and Te…
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Autor:innen:MD Endedijk, JD Vermunt, PC Meijer, JMG Brekelmans
Publikationsdatum:01/01/2010
Journal:Paper presented at the Joint Conference of SIG Higher Education and SIG Teaching and Teacher Education (June 13–16)
Beschreibung:Student teachers’ individual growth in self-regulated learning throughout a dual learning programme - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Student teachers’ individual growth in self-regulated learning throughout a dual learning programme MD Endedijk, JD Vermunt, PC Meijer, JMG Brekelmans Education Research output: Contribution to conference › Paper › Other research output Overview Original language English Publication status Published - 2010 Event Paper presented at the Joint Conference of SIG Higher Education and SIG Teaching and Teacher Education (June 13 – 16) - Helsinki, Finland Duration: 1 Jan 2010 → … Conference Conference Paper presented at the Joint …
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Baan of stage? De verschillen tussen docenten-in-opleiding van twee opleidingsvarianten in hun ontwikkeling in leren lesgeven
2010
MD Endedijk, PC Meijer, JMG Brekelmans, JD Vermunt
Paper gepresenteerd op de Onderwijs Research Dagen (23-25 juni)
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Autor:innen:MD Endedijk, PC Meijer, JMG Brekelmans, JD Vermunt
Publikationsdatum:01/01/2010
Journal:Paper gepresenteerd op de Onderwijs Research Dagen (23-25 juni)
Beschreibung:Baan of stage? De verschillen tussen docenten-in-opleiding van twee opleidingsvarianten in hun ontwikkeling in leren lesgeven - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Baan of stage? De verschillen tussen docenten-in-opleiding van twee opleidingsvarianten in hun ontwikkeling in leren lesgeven MD Endedijk, PC Meijer, JMG Brekelmans, JD Vermunt Education Research output: Contribution to conference › Paper › Other research output Overview Original language Dutch Publication status Published - 2010 Event Paper gepresenteerd op de Onderwijs Research Dagen (23 - 25 juni) - Enschede, Nederland Duration: 1 Jan 2010 → … Conference Conference Paper gepresenteerd op de …
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De ontwikkeling van zelfregulerend leren van docenten in een duale opleiding
2010
MD Endedijk, JD Vermunt, PC Meijer, JMG Brekelmans
Paper gepresenteerd op de Onderwijs Research Dagen (23-25 juni)
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Autor:innen:MD Endedijk, JD Vermunt, PC Meijer, JMG Brekelmans
Publikationsdatum:01/01/2010
Journal:Paper gepresenteerd op de Onderwijs Research Dagen (23-25 juni)
Beschreibung:De ontwikkeling van zelfregulerend leren van docenten in een duale opleiding - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation De ontwikkeling van zelfregulerend leren van docenten in een duale opleiding MD Endedijk, JD Vermunt, PC Meijer, JMG Brekelmans Education Research output: Contribution to conference › Paper › Other research output Overview Original language Dutch Publication status Published - 2010 Event Paper gepresenteerd op de Onderwijs Research Dagen (23 - 25 juni) - Enschede, Nederland Duration: 1 Jan 2010 → … Conference Conference Paper gepresenteerd op de Onderwijs Research Dagen (23 - 25 juni) City Enschede, Nederland Period 1/01/10 → … Bibliographical …
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Aansturing van zelfsturing: De ontwikkeling van docenten in opleiding tot lerende leraar
2010
MD Endedijk, LH Bronkhorst
Paper gepresenteerd op de Onderwijs Research Dagen (23–25 juni)
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Autor:innen:MD Endedijk, LH Bronkhorst
Publikationsdatum:01/01/2010
Journal:Paper gepresenteerd op de Onderwijs Research Dagen (23–25 juni)
Beschreibung:Aansturing van zelfsturing: De ontwikkeling van docenten in opleiding tot lerende leraar - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Aansturing van zelfsturing: De ontwikkeling van docenten in opleiding tot lerende leraar MD Endedijk, LH Bronkhorst Research output: Contribution to conference › Paper › Other research output Overview Original language Dutch Publication status Published - 2010 Event Paper gepresenteerd op de Onderwijs Research Dagen (23 – 25 juni) - Enschede, Nederland Duration: 1 Jan 2010 → … Conference Conference Paper gepresenteerd op de Onderwijs Research Dagen (23 – 25 juni) City Enschede, Nederland Period 1/01/10 → … Bibliographical note Paper …
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The development of student teachers’ quality of self-regulated learning in a dual learning programme.
2009
MD Endedijk, P Meijer, JDHM Vermunt, M Brekelmans
13TH Biennial Conference of the European Association for Research on Learning and Instr…
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Autor:innen:MD Endedijk, P Meijer, JDHM Vermunt, M Brekelmans
Publikationsdatum:08/01/2009
Journal:13TH Biennial Conference of the European Association for Research on Learning and Instruction (EARLI)
Beschreibung:The development of student teachers’ quality of self-regulated learning in a dual learning programme. - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation The development of student teachers’ quality of self-regulated learning in a dual learning programme. MD Endedijk, P. Meijer, JDHM Vermunt, M. Brekelmans Education Research output: Contribution to conference › Abstract › Other research output Overview Original language Undefined/Unknown Pages 174-174 Number of pages 1 Publication status Published - 1 Aug 2009 Event 13TH Biennial Conference of the European Association for Research on Learning and Instruction (EARLI) - Amsterdam, The Netherlands Duration: 1 Aug 2009 → … …
Zitiert von:4
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De ontwikkeling van leeroriëntatie en kwaliteit van regulatie van docenten in een duale opleiding.
2009
MD Endedijk, P Meijer, JDHM Vermunt, M Brekelmans
Onderwijs Research Dagen 2009
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Autor:innen:MD Endedijk, P Meijer, JDHM Vermunt, M Brekelmans
Publikationsdatum:05/27/2009
Journal:Onderwijs Research Dagen 2009
Beschreibung:De ontwikkeling van leeroriëntatie en kwaliteit van regulatie van docenten in een duale opleiding. - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation De ontwikkeling van leeroriëntatie en kwaliteit van regulatie van docenten in een duale opleiding. MD Endedijk, P. Meijer, JDHM Vermunt, M. Brekelmans Education Research output: Contribution to conference › Abstract › Other research output Overview Original language Undefined/Unknown Pages 419-420 Number of pages 2 Publication status Published - 27 May 2009 Event Onderwijs Research Dagen 2009 - Leuven Duration: 27 May 2009 → 29 May 2009 Conference Conference Onderwijs Research Dagen 2009 City Leuven Period 27/05/09 → 29/05…
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The development of student teachers’ quality of self-regulated learning and learning orientations in a dual learning programme.
2009
MD Endedijk, P Meijer, JDHM Vermunt, M Brekelmans
14th biennial conference of International Study Association on Teachers and Teaching (I…
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Autor:innen:MD Endedijk, P Meijer, JDHM Vermunt, M Brekelmans
Publikationsdatum:01/01/2009
Journal:14th biennial conference of International Study Association on Teachers and Teaching (ISATT)
Beschreibung:The development of student teachers’ quality of self-regulated learning and learning orientations in a dual learning programme. - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation The development of student teachers’ quality of self-regulated learning and learning orientations in a dual learning programme. MD Endedijk, P. Meijer, JDHM Vermunt, M. Brekelmans Education Research output: Contribution to conference › Abstract › Other research output Overview Original language Undefined/Unknown Pages 79-80 Number of pages 2 Publication status Published - 2009 Event 14th biennial conference of International Study Association on Teachers and Teaching (ISATT) - Rovaniemi, Finland Duration: 1 Jul …
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The quality of student teachers’ regulation of learning in a dual learning environment
2008
M Endedijk, J Vermunt, M Brekelmans, N Verloop
The 4th EARLI SIG 14 Learning and Professional Development Conference. Programme and Ab…
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Autor:innen:M Endedijk, J Vermunt, M Brekelmans, N Verloop
Publikationsdatum:08/27/2008
Journal:The 4th EARLI SIG 14 Learning and Professional Development Conference. Programme and Abstracts
Seiten:78
Beschreibung:University-based teacher education is more and more organized in dual learning programmes in which two types of learning environments are combined: studying at the university and learning from practice at schools. These innovative programmes often call upon a high degree of self-regulated learning in student teachers. However, it is unclear whether student teachers are willing and able enough to regulate their learning processes to this extent. Furthermore, most of the studies into self-regulation are focused on student learning in traditional instructional settings, much less is known about the nature of self-regulation a more informal learning context. Therefore, this study aims at processing the nature and quality student teachers’ self-regulated learning in a dual learning environment. Twenty-eight students of a post-graduate academic teacher education institute participated in this study. They were interviewed about their learning and regulation conceptions and asked to describe six times a self-chosen learning experience in an open question log. Homogeneity analysis showed the influence of the different learning contexts on student teachers’ regulation activities and distinctions in student teachers’ awareness of their learning process. Content analysis of the interviews revealed qualitative different learning and regulation conceptions. The combination of these results will show different qualities of student teachers’ self-regulated learning. The findings of this study demonstrate that the interpretation of the concept of self-regulated learning as used in traditional literature is too limited too describe the regulation of learning in a dual learning …
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The quality of student teachers‘ self-regulated learning in relation to their motivation to enter teacher education
2008
M Endedijk, J Vermunt, M Brekelmans, N Verloop
Motivation in Action. The 11th International conference on motivation, 40
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Autor:innen:M Endedijk, J Vermunt, M Brekelmans, N Verloop
Publikationsdatum:08/21/2008
Journal:Motivation in Action. The 11th International conference on motivation
Seiten:40
Herausgeber:University of Turku
Beschreibung:University-based teacher education is more often organized in dual learning programmes in which two learning environments are combined: studying at the university and learning from practice at schools. These innovative programmes call upon a high degree of self-regulated learning (SRL) in student teachers. However, it is unclear whether student teachers are motivated and able enough to regulate their learning processes to this extent. Therefore, this study wants to process more deeply the relation between students motivation to enter teacher education and their quality of SRL. Twenty-eight students of a post-graduate academic teacher education institute participated in this study. They were interviewed about their motivations to enter teacher education and asked to describe self-chosen learning experiences in an open question log. Homogeneity analysis showed the influence of the different learning contexts on student teachers’ regulation activities and distinctions in student teachers’ awareness of their learning process. Content analysis of the interviews revealed five qualitative different motivations to enter teacher education. The preference to work with adolescents was most often reported, but this was not always mentioned as the first argument. More then half of the student teachers mentioned as a first argument that entering teacher education was a second or a “negative” choice. Analysis is still in progress but it is expected that the findings will reveal the complex nature of SRL in a dual learning environment in relation to student teachers’ initial motivation to enter teacher education.
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Teacher and teacher educator learning in the context of educational innovation
2008
M Endedijk, M Brekelmans, N Verloop, D Tigelaar, JWF van Tartwijk, F Janssen, I Veldman…
Research on schools, neighborhoods, and communities. Towards civic responsibility. 2008…
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Autor:innen:M Endedijk, M Brekelmans, N Verloop, D Tigelaar, JWF van Tartwijk, F Janssen, I Veldman, R Zwart, FAJ Korthagen, B Koster, J Dengerink
Publikationsdatum:03/24/2008
Journal:Research on schools, neighborhoods, and communities. Towards civic responsibility. 2008 Annual Meeting Program
Seiten:354
Beschreibung:Teacher and teacher educator learning in the context of educational innovation - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Teacher and teacher educator learning in the context of educational innovation M. Endedijk, M. Brekelmans, N. Verloop, D. Tigelaar, JWF van Tartwijk, F. Janssen, I. Veldman, R. Zwart, FAJ Korthagen, B. Koster, J. Dengerink Education extern Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic Overview Original language Undefined/Unknown Title of host publication Research on schools, neighborhoods, and communities. Towards civic responsibility. 2008 Annual Meeting Program Pages 354 Number of pages 1 …
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Workplace learning (SIG).
2008
M Endedijk
Pedagogische Studiën 85 (5), 398-400
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Autor:innen:M Endedijk
Publikationsdatum:01/01/2008
Journal:Pedagogische Studiën
Band:85
Ausgabe:5
Seiten:398-400
Herausgeber:Vereniging voor Onderwijsresearch (VOR)
Beschreibung:Workplace learning (SIG). - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Workplace learning (SIG). M. Endedijk Research output: Contribution to journal › Article › Professional Overview Original language Undefined/Unknown Pages (from-to) 398-400 Number of pages 3 Journal Pedagogische Studiën Volume 85 Issue number 5 Publication status Published - 2008 Bibliographical note Conferentieverslag AERA 2008 Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Powered by Pure, Scopus & Elsevier Fingerprint Engine™ All content on this site: Copyright © 2025 Utrecht University, its licensors, and contributors. All rights are reserved, including those for text and data mining, AI training…
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Individuele verschillen tussen docenten in opleiding in kwaliteit van zelfregulerend leren
2008
M Endedijk, M Brekelmans, J Vermunt, N Verloop
Licht op leren. Proceedings Onderwijs Research Dagen 2008, 56-57
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Autor:innen:M Endedijk, M Brekelmans, J Vermunt, N Verloop
Publikationsdatum:01/01/2008
Journal:Licht op leren. Proceedings Onderwijs Research Dagen 2008
Seiten:56-57
Herausgeber:Eindhoven School of Education (ESoE)
Beschreibung:Universitaire lerarenopleidingen bestaan steeds vaker uit duale programma’s waarbij het leren in twee leeromgevingen, het instituut en de school wordt gecombineerd. Deze programma’s vragen vaak een hoge mate van zelfregulatie van docenten in opleiding (dio’s): ze moeten een persoonlijk ontwikkelingsplan maken, leerbehoeftes formuleren, het leerproces monitoren en zichzelf beoordelen. Op deze manier kan de opleiding worden afgestemd op de persoonlijke ontwikkelbehoeftes van de dio’s, die vaak verschillen van elkaar door variaties in opleidingsachtergrond en ervaring. Het is echter onduidelijk in welke mate dio’s in staat zijn om hun leerproces in dergelijke mate zelf aan te sturen, evenals hoe de opleiding kan bijdragen aan de ontwikkeling hiervan. In de afgelopen decennia heeft onderzoek inzicht in zelfregulatieprocessen gegeven en zijn er implicaties voor de inrichting van het onderwijs geformuleerd (Schunk, 2005; Pintrich, 2000). Echter, dit onderzoek is veelal gericht op het leren van leerlingen in traditionele leeromgevingen, over zelfregulatie van leerprocessen van dio’s is nog maar weinig bekend. De hoofdvraag van dit onderzoek is:“Wat is de kwaliteit van zelfregulatie van docenten in een duale opleiding?” Om zelfregulatie te meten zijn achtentwintig dio’s van één universitaire lerarenopleiding gevraagd om met behulp van een logboek zes keer een leerervaring en bijbehorende regulatieaspecten te beschrijven. De deelnemende dio’s waren geselecteerd om zoveel mogelijk variatie te krijgen in schoolvak, lerarenopleider, opleidingsvariant en geslacht. De helft van de dio’s waren op het moment van onderzoek drie …
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Rapport IVLOS alumni-enquête 2007
2008
MD Endedijk, E Laroes
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Autor:innen:MD Endedijk, E Laroes
Publikationsdatum:01/01/2008
Herausgeber:UU IVLOS
Beschreibung:Rapport IVLOS alumni-enquête 2007 - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Rapport IVLOS alumni-enquête 2007 MD Endedijk, E. Laroes Research output: Book/Report › Report › Professional Overview Original language Undefined/Unknown Place of Publication onbekend Publisher UU IVLOS Commissioning body External unknown Number of pages 24 Publication status Published - 2008 Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Powered by Pure, Scopus & Elsevier Fingerprint Engine™ All content on this site: Copyright © 2025 Utrecht University, its licensors, and contributors. All rights are reserved, including those for text and data mining, AI training, and similar …
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Zelfregulerend leren in beroepsopleidingen: Interventies en modellen
2008
M Endedijk
ORD 2008
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Autor:innen:M Endedijk
Publikationsdatum:01/01/2008
Journal:ORD 2008
Beschreibung:Zelfregulerend leren in beroepsopleidingen: Interventies en modellen - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Zelfregulerend leren in beroepsopleidingen: Interventies en modellen M. Endedijk Research output: Contribution to conference › Abstract › Other research output Overview Original language Undefined/Unknown Pages 51-52 Number of pages 2 Publication status Published - 2008 Event ORD 2008 - Eindhoven Duration: 1 Jan 2008 → … Conference Conference ORD 2008 City Eindhoven Period 1/01/08 → … Bibliographical note ORD 2008 Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Powered by Pure, Scopus & Elsevier Fingerprint Engine™ All content on this site: …
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Boekbespreking: The learning portfolio as a tool for stimulating reflection by student teachers
2008
M Endedijk, J Vermunt
Pedagogische Studiën 85 (1)
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Autor:innen:M Endedijk, J Vermunt
Publikationsdatum:01/01/2008
Journal:Pedagogische Studiën
Band:85
Ausgabe:1
Beschreibung:In de eerste deelstudie is onderzocht welke verschillende functies van het ontwikkelingsportfolio door dio’s worden onderscheiden. Hiervoor zijn de dio’s aan het einde van de opleiding geïnterviewd en zijn de evaluatierapporten die dio’s na elk portfolio hebben geschreven geanalyseerd. Dit heeft geresulteerd in het onderscheiden van twee productfuncties: voldoen aan de eisen en laten zien aan anderen of aan jezelf en vijf procesfuncties. De procesfuncties zijn ingedeeld in twee subgroepen. De twee procesfuncties herinneren en structureren van ervaringen en evalueren van ontwikkeling zijn gericht op het (verbeteren van het) handelen. De drie andere procesfuncties zijn gericht op het begrijpen van onderliggende processen, namelijk begrijpen van ervaringen, begrijpen van het leerproces en begrijpen van jezelf als docent. De functies worden in het proefschrift uitgebreid toegelicht met behulp van …
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Zelfregulatie van docenten in een duale opleiding
2007
MD Endedijk, JMG Brekelmans, JD Vermunt, PJ den Brok, N Verloop
ORD 2007
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Autor:innen:MD Endedijk, JMG Brekelmans, JD Vermunt, PJ den Brok, N Verloop
Publikationsdatum:01/01/2007
Journal:ORD 2007
Beschreibung:Zelfregulatie van docenten in een duale opleiding - Utrecht University Skip to main navigation Skip to search Skip to main content Utrecht University Home Utrecht University Logo Help & FAQ Home People Research units Research output Activities In the media Prizes & Grants Search by expertise, name or affiliation Zelfregulatie van docenten in een duale opleiding MD Endedijk, JMG Brekelmans, JD Vermunt, PJ den Brok, N. Verloop Education extern Research output: Contribution to conference › Abstract › Other research output Overview Original language Undefined/Unknown Pages 181-182 Number of pages 2 Publication status Published - 2007 Event ORD 2007 - Groningen Duration: 6 Jun 2007 → 8 Jun 2007 Conference Conference ORD 2007 City Groningen Period 6/06/07 → 8/06/07 Bibliographical note ORD 2007 Cite this APA Author BIBTEX Harvard Standard RIS Vancouver Powered by Pure, Scopus & …
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An exploratory study to student teachers‘ regulation activities in a dual learning environment
2007
Maaike Endedijk, M Brekelmans, J Vermunt, Perry den Brok, Nico Verloop
10th Conference of the Junior Researchers of EARLI (JURE), 9-10
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Autor:innen:Maaike Endedijk, M Brekelmans, J Vermunt, Perry den Brok, Nico Verloop
Publikationsdatum:01/01/2007
Journal:10th Conference of the Junior Researchers of EARLI (JURE)
Seiten:9-10
Beschreibung:University-based teacher education is more and more organized in dual learning programmes in which two learning environments are combined: studying at the university and learning from practice in schools. These programmes often call upon a high degree of self-regulated learning (SRL) in student teachers. However, it is unclear whether these student teachers are capable to regulate their learning to this extent. Student teachers’ SRL has hardly been studied and theories on SRL are mostly based on student learning in traditional instructional settings. This paper aims at answering the question:“What kind of regulation activities do student teachers undertake in a dual learning environment to foster their learning to teach?” In this study, twenty-eight student teachers were asked to describe their learning experiences and corresponding regulation activities in an open question log. Phenomenographic analysis identified a set of categories of description in the data. It is hypothesized that three patterns can be discerned to explain the results. One pattern includes activities towards regulation of the learning process, the other two describe activities towards regulation of teaching behaviour. The results reveal the unique character of student teachers’ regulation activities and are valuable for further research into the quality of student teachers’ SRL.
Ressourcen:[PDF] from uu.nl
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Self-regulation of learning processes of student teachers in new training arrangements
2006
Maaike Endedijk, J Vermunt, M Brekelmans, P den Brok, N Verloop
9th Conference of EARLI's JURE
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Autor:innen:Maaike Endedijk, J Vermunt, M Brekelmans, P den Brok, N Verloop
Publikationsdatum:06/30/2006
Journal:9th Conference of EARLI's JURE
Beschreibung:In the last decade a lot of new training arrangements for student teachers have been started. One of the major changes with regard to former curricula is the more self-regulative way of learning that is expected from student teachers. The question rises if student teachers are well prepared to be responsible for planning, monitoring and assessment of their own learning. We therefore designed a research project to answer the following question: What is a good didactic way to systematically optimize the quality of self-regulation of the learning process of student teachers during their in-service education? The research project includes three studies. In this paper the first study is presented. In this study an instrument is tested to measure the actual self-regulation of the learning process of 20 student teachers of a post-graduate teacher education programme for secondary education in the Netherlands. To develop the measurement instrument we searched the literature and performed two pilot studies. The study presented in this paper will result in insight in the actual self-regulation of the learning process of student teachers and in the usefulness of the week report as an instrument to measure self-regulation on a larger scale.
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Zelfregulatie van leerprocessen van docenten in opleiding in nieuwe opleidingsarrangementen
2006
MD Endedijk, JDHM Vermunt, JMG Brekelmans, PJ den Brok, N Verloop
Onderwijs Research Dagen 2006
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Autor:innen:MD Endedijk, JDHM Vermunt, JMG Brekelmans, PJ den Brok, N Verloop
Publikationsdatum:05/10/2006
Journal:Onderwijs Research Dagen 2006
Beschreibung:Studenten in de lerarenopleidingen krijgen in toenemende mate te maken met opleidingsarrangementen waarin zij een grotere rol dan voorheen krijgen in het sturen van hun leerprocessen. De vraag is echter of alle docenten-in-opleiding (dio’s) in voldoende mate beschikken over de vereiste regulatievaardigheden om verantwoordelijkheid te dragen voor de planning, sturing en beoordeling van hun leerproces. Daarnaast is het onduidelijk of in de huidige experimentele opzetten van dit soort nieuwe opleidingsarrangementen op voldoende systematische wijze wordt gewerkt aan het ontwikkelen van dergelijke vaardigheden, die van groot belang zijn voor hun verdere professionele ontwikkeling. Onderzoek naar zelfregulatie van leerprocessen (Iran-Nejad, 1990; Vermunt, 1998; Pintrich, 2002) heeft belangrijke activiteiten en processen van zelfregulatie geïdentificeerd en het belang aangetoond van zelfregulatie bij het voorspellen van leerprestaties. Deze studies beperken zich echter tot leerlingen en studenten in het reguliere basis-, voortgezet en hoger onderwijs. Er is nog weinig bekend over de aard en processen van zelfregulatie bij complexere leerprocessen, evenmin over de wijze waarop de zelfsturing in zulke opleidingsarrangementen kan worden geoptimaliseerd. De hoofdvraag van het onderzoek is: Wat is een goede didactische manier om systematisch de kwaliteit van zelfregulatie van het leerproces van dio’s te stimuleren? In de eerste studie testen we een instrument om de kwaliteit van zelfregulatie bij 20 dio’s te bepalen. Dit instrument (weekrapport) is ontwikkeld aan de hand van een literatuurstudie en twee pilot studies. In dit …
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Towards an explanatory model of student teachers‘ self-regulated learning
2006
MD Endedijk, PJ den Brok, JMG Brekelmans, JD Vermunt, N Verloop
Learning as a focus, process and outcome
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Autor:innen:MD Endedijk, PJ den Brok, JMG Brekelmans, JD Vermunt, N Verloop
Publikationsdatum:01/01/2006
Journal:Learning as a focus, process and outcome
Herausgeber:University of Szeged
Beschreibung:Endedijk, MD, Brok, den, PJ, Brekelmans, JMG, Vermunt, JD, & Verloop, N.(2006). Towards an explanatory model of student teachers' self-regulated learning. In B. Csapo, & C. Csikos (Eds.), Learning as a focus, process and outcome Budapest: University of Szeged. Endedijk, MD; Brok, den, PJ; Brekelmans, JMG; Vermunt, JD; Verloop, N./Towards an explanatory model of student teachers' self-regulated learning. Learning as a focus, process and outcome. editor/B. Csapo; C. Csikos. Budapest: University of Szeged, 2006.
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Student teachers‘ regulation activities in a dual learning environment
2006
MD Endedijk, JMG Brekelmans, JD Vermunt, PJ den Brok, N Verloop
Learning as a focus, process and outcome
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Autor:innen:MD Endedijk, JMG Brekelmans, JD Vermunt, PJ den Brok, N Verloop
Publikationsdatum:01/01/2006
Journal:Learning as a focus, process and outcome
Herausgeber:University of Szeged
Beschreibung:Endedijk, MD; Brekelmans, JMG; Vermunt, JD; Brok, den, PJ; Verloop, N./Student teachers' regulation activities in a dual learning environment. Learning as a focus, process and outcome. editor/B. Csapo; C. Csikos. Budapest: University of Szeged, 2006. Endedijk, MD, Brekelmans, JMG, Vermunt, JD, Brok, den, PJ & Verloop, N 2006, Student teachers' regulation activities in a dual learning environment. in B Csapo & C Csikos (eds), Learning as a focus, process and outcome. University of Szeged, Budapest.
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Measuring self-regulation in complex learning environments
2006
MD Endedijk, JD Vermunt, Mieke Brekelmans, Perry Den Brok, Nico Verloop
ICO Toogdag, Amsterdam
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Autor:innen:MD Endedijk, JD Vermunt, Mieke Brekelmans, Perry Den Brok, Nico Verloop
Publikationsdatum:01/01/2006
Journal:ICO Toogdag, Amsterdam
Beschreibung:This paper describes an exploratory study to the quality of instruments to measure self-regulated learning in complex learning environments. Four different instruments were developed for the context of teacher education: portfolio, portfolio interview, task-based questionnaire and an interview about concrete learning experiences. A small sample of 8 student teachers participated voluntarily to test the instruments. To assess the quality of the instruments, the instruments were evaluated on different content criteria and practical aspects. The results show that the portfolio and portfolio interview do not measure all for this context relevant aspects of selfregulated learning. The developed task-based questionnaire could be a good instrument to use in future research for measuring self-regulated learning in the context of teacher education.
Zitiert von:6
Ressourcen:[PDF] from academia.edu
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Carles Garcia-Lopez 1, 2 Sebastian Maximilian Dennerlein 3, 4 Carlos Martínez-Gaitero 1, 7✉ Phone+ 34 93 169 65 01 extension10341 Email cmartinezga@ tecnocampus. cat Viktoria …
Maaike Endedijk, Angela Fessl
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Autor:innen:Maaike Endedijk, Angela Fessl
Beschreibung:Background Educational technology has the potential to serve as a bridge between university and practice placements in healthcare settings, but its design requires collaboration among diverse stakeholders (eg, educators, clinical mentors, and students). Co-design facilitates the integration of diverse perspectives into the educational technology design process. Drawing on boundary crossing theory, co-design methods and their artefacts can serve as boundary objects ensuring effective communication and collaboration within the design team. While research has investigated design boundary objects, it has often neglected to explore co-design methods in terms of learning mechanisms for boundary crossing such as Identification, Coordination, Reflection and Transformation in the design of educational technology. Objectives This paper explores how co-design methods function as design boundary objects and how they relate to learning mechanisms in the design of a mobile educational technology. This is relevant for designers and researchers of innovative educational technologies working in multidisciplinary teams. Methods
Ressourcen:[HTML] from researchsquare.com
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Understanding leadership practices in the context of interorganizational collaboration: a critical review of qualitative studies
Peter Bos, Marian Thunnissen, Maaike Endedijk
Available at SSRN 6638231
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Autor:innen:Peter Bos, Marian Thunnissen, Maaike Endedijk
Journal:Available at SSRN 6638231
Beschreibung:Leadership in interorganizational collaboration (IOC) is frequently mentioned but not well-defined. This critical review synthesizes qualitative studies to examine how leadership practices are constituted in IOC contexts, responding to the field’s lack of a systematic and comprehensive understanding of what IOC leadership practices entail. We conducted a systematic search of ScienceDirect, Scopus, and Web of Science (2013–2023), focusing on peer-reviewed empirical qualitative studies, and selected 85 articles. An inductive, grounded theory-based method was utilized to identify recurring leadership practices enacted by diverse actors in different types of interorganizational collaborations (IOCs). We identified eight IOC leadership practices, encompassing both internally oriented and outward-facing practices. These practices could be carried out by individual actors, collective actors, or a combination of both. We also clarify how champions, sponsors, leading organizations, and collective actors enact leadership practices differently. Practices did not differ by IOC lifespan, but small differences were found in relation to the type of collaboration, pointing to Participant-Governed Networks as being relatively more oriented toward accommodating partners interests and fostering inclusive collaborative processes. This review advances interorganizational leadership research by clarifying the distinct nature of leadership practices across IOC levels, demonstrating how governance contexts could shape those practices, and showing how leadership is distributed across multiple actors. These insights are integrated into an IOC leadership framework, forming …
Ressourcen:[PDF] from ssrn.com
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Knowledge-Sharing Intention in and outside an Enterprise Social Network: A study of IT-professionals in a health-tech organization
Désirée Parren, MD Endedijk, MD Hubers
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Autor:innen:Désirée Parren, MD Endedijk, MD Hubers
Beschreibung:Knowledge sharing is widely regarded as a vital resource for innovation and economic success. Organisations have increasingly invested in ways to improve and facilitate knowledge sharing in the workplace and in knowledge management systems, such as an enterprise social network (ESN). A significant challenge in facilitating knowledge sharing is knowing what motivates an individual to share in the workplace and in an ESN, and how to create a favourable knowledge-sharing climate for these environments. In other words, not much is known about how knowledge-sharing intention (KSI) is formed across the aforementioned contexts. This study seeks to provide a deeper understanding of the formation of KSI, both inside and outside an ESN, by investigating the factors that likely influence it in both contexts. To do this, Ajzen’s (1991) theory of planned behaviour (TPB) is used. The TPB is a social psychological model that aims to investigate the relationship between specific variables and an individual’s intention to engage in a behaviour (Ajzen, 1991). The factors used to examine the relationship with KSI are divided into three different domains: attitudinal, normative, and control beliefs. This research consists of a quantitative study, in which 153 information technology (IT) professionals of a health-tech company were surveyed, and a qualitative study (focus group interview), in which five professionals were interviewed. The first study was conducted to obtain insight into the main influencing belief factors that predict KSI. The second study consisted of a focus group interview whose goal was to examine how belief factors influence employee KSI …
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LEADERSHIP BEHAVIORS FROM STUDENT TEAM LEADERS IN EMERGENCY CARDIOPULMONARY RESUSCITATION SIMULATIONS
Tom Swinkels, AMGM Hoogeboom, M Endedijk, M Groenier
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Autor:innen:Tom Swinkels, AMGM Hoogeboom, M Endedijk, M Groenier
Beschreibung:In case of cardiac pulmonary resuscitation (CPR) early initiation is critical. In these situations it is of utmost importance that the team immediately functions effectively to improve the CPR performance. In these situations a formal leader has an important role in quickly coordinating effective collaboration. Hence, the team leader has to provide structure for the team to enable high CPR team performance: clear team leader communication is pivotal. Therefore, the purpose of this study was to examine how Technical Medicine students, participating as team leader in resuscitation simulations, use team leader behaviors and closed-loop communication to increase the team performance. Twenty-two teams participated in this exploratory research, video-observations and coding were employed to assess leader behavior. On the basis of correlational analysis and Mann-Whitney U tests, insight could be obtained in which leader behaviors are displayed in high and low performing teams and how closed-loop communication (CLC) was used. The Mann-Whitney U tests did not result in significant differences in team leader behaviors between low and high performing teams. However, team leaders (ie, name calling during CLC) in high performing teams directed their commands, questions or inquires towards one specific individual significantly more often than team leaders in low performing teams. Additional exploratory analysis suggested that CLC complements effective communication. This enhances coordination during critical moments and assures the confirmation of important statements such administering a medicine. Furthermore, team leaders used …
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Coordination Restructuring in Team Training: Navigating Through Order and Disorder
Lida Z David, Marcella AMGM Hoogeboom, Maaike D Endedijk, Jan Maarten Schraagen
Small Group Research, 10464964251405195
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Autor:innen:Lida Z David, Marcella AMGM Hoogeboom, Maaike D Endedijk, Jan Maarten Schraagen
Journal:Small Group Research
Seiten:10464964251405195
Herausgeber:SAGE Publications
Beschreibung:Teams operating in high-risk environments, such emergency management, require constant coordination adaptations to manage dynamic task demands. However, training for such adaptations remains understudied. This study used sliding window entropy to analyse emergency medical teams’ coordination before and after training, distinguishing two restructuring phases: equilibrium (ordered coordination) and ataxia (disordered coordination). High-performing teams transitioned between phases more frequently and spent more time in equilibrium. During ataxia, they combined standardised behaviours with proactive speaking-up and monitoring. Low-performing teams showed less initiative. These findings underscore the need for both restructuring and orderly coordination, offering valuable insights for improving adaptive training approaches.
Zitiert von:1
Ressourcen:[PDF] from sagepub.com
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JC, Endedijk, MD, & van Veen, K.(2017). Towards sustaining levels of reflective learning: How do transformational leadership, task interdependence, and self-efficacy shape …
A Oude Groote Beverborg, P Sleegers
How school leaders contribute to student success, 93-129
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Autor:innen:A Oude Groote Beverborg, P Sleegers
Journal:How school leaders contribute to student success
Seiten:93-129
Zitiert von:5
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Klaas Van Veen.(2020). Effective characteristics of professional development programs for science and technology education
MD Hubers, MD Endedijk
Professional Development in Education 48 (5), 827
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Autor:innen:MD Hubers, MD Endedijk
Journal:Professional Development in Education
Band:48
Ausgabe:5
Seiten:827
Zitiert von:3
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A first attempt in shaping learning communities for the energy transition (2022)
M van Rees, M Disberg-van Geloven, A Kornet, S Corporaal, M Endedijk
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Autor:innen:M van Rees, M Disberg-van Geloven, A Kornet, S Corporaal, M Endedijk
Zitiert von:2
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Guiding Evaluation of Trainings
Leandro Hirose, SM Dennerlein, Loes de Jong, Maaike D Endedijk, Sebastian M Dennerlein
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Autor:innen:Leandro Hirose, SM Dennerlein, Loes de Jong, Maaike D Endedijk, Sebastian M Dennerlein
Beschreibung:The endeavor of transitioning to nearly-zero emission buildings presupposes upskilling the existing workforce in the construction and energy industry to meet new standards. For many professionals in this sector, this is accomplished via micro-trainings, aimed at updating their competences. However, evaluating the effectiveness and impact of training activities is often performed intuitively, by unexperienced evaluators. The purpose of this study is to design guiding tools for evaluating training programs that can be adopted and implemented in a diversity of training programs in the construction and energy industries. The development of this program yields the following research question: How to guide the evaluation of effectiveness of upskilling micro-trainings in energy efficiency with limited (human, financial, material) resources and expertise?
Ressourcen:[PDF] from osf.io
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Project Leadership and Society
SA Nijhuis, MD Endedijk, WFM Kessels, R Vrijhoef
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Autor:innen:SA Nijhuis, MD Endedijk, WFM Kessels, R Vrijhoef
Beschreibung:This study reports on a survey on project managers’ priorities. The survey used ISO 21500 as a scaffold to ask various respondents, like junior, experienced, and senior project managers, project sponsors, and students, to share their perceptions on the priorities for junior project managers. The respondent groups shared similar perceptions. Furthermore, project type and sector had little effect on junior project managers’ priorities. Experienced and senior project managers shared their own priorities as well. The perceptions of priorities for junior, experienced, and senior project managers were mostly alike. However, experienced and senior project managers’ priorities seemed slightly more affected by project type and sector. A session with experts in project management and teaching project management highlighted that the results for junior project managers could provide accents for introducing project management to students in higher education, provided the entire playing field of project management is also introduced.
Ressourcen:[PDF] from tudelft.nl
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GUIDING EVALUATION OF TRAININGS IN THE FIELD OF ENERGY TRANSITION
Leandro Hirose, Sebastian Dennerlein, Loes de Jong, Maaike Endedijk
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Autor:innen:Leandro Hirose, Sebastian Dennerlein, Loes de Jong, Maaike Endedijk
Herausgeber:OSF
Beschreibung:The endeavor of transitioning to nearly-zero emission buildings presupposes upskilling the existing workforce in the construction and energy industry to meet new standards. For many professionals in this sector, this is accomplished via micro-trainings, aimed at updating their competences. However, evaluating the effectiveness and impact of training activities is often performed intuitively, by unexperienced evaluators. The purpose of this study is to design guiding tools for evaluating training programs that can be adopted and implemented in a diversity of training programs in the construction and energy industries. The development of this program yields the following research question: How to guide the evaluation of effectiveness of upskilling micro-trainings in energy efficiency with limited (human, financial, material) resources and expertise? This question will be answered by determining what type and to what extent organizations in the aforementioned fields need support in implementing evaluations, as well as the influencing constraints, hindrances, and opportunities in the process. A conceptual model proposed by the University of Twente, based on Kirkpatrick’s four levels of training evaluations, was further developed to encompass both objective and subjective measurements, implement the measurement of Learning Goals and provide guidance for designing and implementing evaluation programs. Pilot tests were conducted to inform design and test the feasibility and efficacy of the proposed model. As a result, three elements were designed to support the application of the model: an Evaluation Guide, a tool for determining clearly defined …
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Eindrapport vooraanvraag ‘De Aanhouder Wint! Duurzame Onderwijsvernieuwingen rondom Wetenschap & Technologie’
MD Hubers, MD Endedijk
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Autor:innen:MD Hubers, MD Endedijk
Beschreibung:1.1 Aanleiding en doelstelling Eerder onderzoek laat zien dat het een grote uitdaging is om het gedrag van leerkrachten op de lange termijn te veranderen. Zij maken vaak slechts kleine aanpassingen in hun onderwijspraktijk of stoppen zelfs helemaal met de nieuw aangeleerde onderwijsvormen wanneer de financiering en ondersteuning wegvallen. Dit betekent dat onderwijsvernieuwingen nog niet duurzaam zijn. Een vernieuwing is duurzaam als er blijvende school-brede veranderingen optreden in het beleid én in de dagelijkse onderwijspraktijk die blijvend aanhouden, zelfs als bepaalde personeelsleden de school verlaten. Leerkrachtprofessionalisering wordt als een essentiële stap gezien om tot deze blijvende veranderingen in het onderwijs te komen. Het doel van dit onderzoek was dan ook om een overzicht te maken van de factoren en kenmerken van effectieve professionaliseringsprogramma’s …
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Endedijk, M. D., Brekelmans, M., Vermunt, JD, Den Brok, P., & Verloop, N.(2007). Zelfregulatie van docenten in een duale opleiding. Paper presented at the Onderwijs Research …
MD Endedijk
Psychology 82, 469-491
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Autor:innen:MD Endedijk
Journal:Psychology
Band:82
Seiten:469-491
Beschreibung:CONFERENCE PAPER Endedijk, MD, Brekelmans, M., Vermunt, J. D., Den Brok, P., Page 1 CONFERENCE PAPER Endedijk, M. D., Brekelmans, M., Vermunt, JD, Den Brok, P., & Verloop, N. (2007). Zelfregulatie van docenten in een duale opleiding. Paper presented at the Onderwijs Research Dagen 2007, Groningen. Dear reader, Thank you for you interest in my and my colleagues’ work. Below you can find the abstract of this conference paper, as it was published in the conference proceedings. This should be considered as work in progress, and therefore I would like to ask you to cite the final version of this work, published as: Endedijk, MD, Vermunt, J. D., Verloop, N., & Brekelmans, M. (2012). The nature of student teachers’ regulation of learning in teacher education. British Journal of Educational Psychology, 82, 469-‐491. doi: 10.1111/j.2044-8279.2011.02040.x Due to copyright issues, I am not allowed to …
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Endedijk, M. D., Vermunt, JD, Meijer, P. C., & Brekelmans, M.(2010). Baan of stage? De verschillen tussen docenten-‐in-‐opleiding van twee opleidingsvarianten in hun …
Maaike Endedijk
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Autor:innen:Maaike Endedijk
Beschreibung:Actief en onafhankelijk betekenisgericht kunnen leren is essentieel voor docenten-‐in-‐opeiding (dio’s) om zich na de opleiding verder te kunnen blijven ontwikkelen(Hagger, Burn, Mutton, & Brindley, 2008; SBL, 2004). De studie van Oosterheert, Vermunt en Veenstra (2002) heeft laten zien dat docenten-‐in-‐opleiding verschillende leeroriëntaties hebben die variëren in de mate waarin ze meer afhankelijk of onafhankelijk en meer reproductiegericht of meer betekenisgericht leren. Het is daarom één van de taken van de lerarenopleiding om dio’s te begeleiden bij de ontwikkeling van een onafhankelijk betekenisgerichte leeroriëntatie. Gezien het groeiende lerarentekort heeft een steeds groter deel van de studenten al tijdens de opleiding een baan (Maandag, Deinum, Hofman, & Buitink, 2007). Dit betekent dat vanaf de eerste dag van de opleiding deze dio’s alle verantwoordelijkheden van een reguliere docent. Dit in tegenstelling tot de reguliere variant waarbij dio’s stage lopen en een geleidelijke opbouw van het praktijkgedeelte van de opleiding wordt gewaarborgd. Onderzoekers, maar ook lerarenopleiders hebben hun zorgen geuit over varianten van lerarenopleidingen waarin de praktijkcomponent een grote plaats inneemt. Deze dio’s zouden te weinig tijd hebben voor reflectie op hun ervaringen en om leerervaringen goed vorm te geven(Hagger et al., 2008). Daarnaast zou deze opleiding het beeld bevestigen dat leren lesgeven vanzelf plaatsvindt door een cumulatie van ervaringen (Darling-‐Hammond, 1999). Verder werken dio’s met een baan niet altijd op een school die ingericht is als een krachtige leeromgeving voor beginnende …
Ressourcen:[PDF] from researchgate.net
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Endedijk, M. D., Vermunt, JD, Brekelmans, M., Den Brok, P., & Verloop, N.(2006, November). Measuring self-‐regulation in complex learning environments. Paper presented at the ICO
MD Endedijk
:mehr lesen
Autor:innen:MD Endedijk
Beschreibung:This paper describes an exploratory study to the quality of instruments to measure self-regulated learning in complex learning environments. Four different instruments were developed for the context of teacher education: portfolio, portfolio interview, task-based questionnaire and an interview about concrete learning experiences. A small sample of 8 student teachers participated voluntarily to test the instruments. To assess the quality of the instruments, the instruments were evaluated on different content criteria and practical aspects. The results show that the portfolio and portfolio interview do not measure all for this context relevant aspects of self-regulated learning.
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Endedijk, M. D., Brekelmans, M., Vermunt, J., Den Brok, P., & Verloop, N.(2007, August). An exploratory study to student teachers‘ regulation activities in a dual learning …
MD Endedijk
Psychology 82, 469-491
:mehr lesen
Autor:innen:MD Endedijk
Journal:Psychology
Band:82
Seiten:469-491
Beschreibung:CONFERENCE PAPER Endedijk, MD, Brekelmans, M., Vermunt, J., Den Brok, P., &a Page 1 CONFERENCE PAPER Endedijk, M. D., Brekelmans, M., Vermunt, J., Den Brok, P., & Verloop, N. (2007, August). An exploratory study to student teachers' regulation activities in a dual learning environment. Paper presented at the 10th conference of Junior Researchers of EARLI, Budapest. Dear reader, Thank you for you interest in my and my colleagues’ work. Below you can find the abstract of this conference paper, as it was published in the conference proceedings. This should be considered as work in progress, and therefore I would like to ask you to cite the final version of this work, published as: Endedijk, M. D., Vermunt, JD, Verloop, N., & Brekelmans, M. (2012). The nature of student teachers’ regulation of learning in teacher education. British Journal of Educational Psychology, 82, 469-‐491. doi: 10.1111/j.2044-…
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Dear reader
MD Endedijk, JD Vermunt, PC Meijer, M Brekelmans
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Autor:innen:MD Endedijk, JD Vermunt, PC Meijer, M Brekelmans
Beschreibung:Universitaire lerarenopleidingen bestaan steeds vaker uit duale programma’s waarbij het leren in twee leeromgevingen, het instituut en de school wordt gecombineerd. Deze programma’s vragen vaak een hoge mate van zelfregulatie van docenten in opleiding (dio’s): ze moeten een persoonlijk ontwikkelingsplan maken, leerbehoeftes formuleren, het leerproces monitoren en zichzelf beoordelen. Op deze manier kan de opleiding worden afgestemd op de persoonlijke ontwikkelbehoeftes van de dio’s, die vaak wisselen door variaties in opleidingsachtergrond en ervaring. Uit eerder onderzoek is bekend dat wanneer studenten in een nieuwe leeromgeving terechtkomen er vaak frictie ontstaat tussen leeropvattingen en leeractiviteiten die in de nieuwe omgeving nodig zijn (Brownlee, Purdie, & Boulton-‐Lewis, 2003). Uit een eerdere studie is gebleken dat dio’s verschillen in de mate waarin zij actief hun leerproces reguleren en in hoeverre dit gericht is op het leren in de praktijk of ook het meer theoretische leren (Endedijk, Brekelmans, Vermunt, & Verloop, 2008). Een actieve manier van reguleren bleek bij dio’s in het begin van de opleiding vaak samen te gaan met een betekenisgerichte leeroriëntatie, aan het eind van de opleiding bleken bijna alle van de 28 onderzochte dio’s een reproductiegerichte leeroriëntatie te hebben. Dit roept de volgende vraag op: Hoe ontwikkelt de leeroriëntatie en kwaliteit van regulatie zich bij dio’s in een duale opleiding en hoe is dit gerelateerd aan de perceptie van hun leeromgeving? Deze vraag is onderzocht door op drie momenten gedurende de opleiding de leeroriëntatie, kwaliteit van regulatie en perceptie …
Ressourcen:[PDF] from researchgate.net
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Endedijk, M. D., Vermunt, JD, Meijer, P. C., & Brekelmans, M.(2010). De ontwikkeling van zelfregulerend leren van docenten in een duale opleiding. Paper presented at the …
MD Endedijk
Studies in Higher Education 39 (7), 1116-1138
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Autor:innen:MD Endedijk
Journal:Studies in Higher Education
Band:39
Ausgabe:7
Seiten:1116-1138
Beschreibung:Below you can find the abstract(in Dutch) of this conference paper, as it was published in the conference proceedings. This should be considered as work in progress, and therefore I would like to ask you to cite the final version of this work, published as:
Ressourcen:[PDF] from researchgate.net
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Endedijk, M. D., Vermunt, J., Den Brok, P., Brekelmans, M., & Verloop, N.(2007, August). The quality of student teachers‘ self-‐regulated learning in a dual learning …
MD Endedijk
Psychology 82, 469-491
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Autor:innen:MD Endedijk
Journal:Psychology
Band:82
Seiten:469-491
Beschreibung:CONFERENCE PAPER Endedijk, MD, Vermunt, J., Den Brok, P., Brekelmans, M., &a Page 1 CONFERENCE PAPER Endedijk, M. D., Vermunt, J., Den Brok, P., Brekelmans, M., & Verloop, N. (2007, August). The quality of student teachers' self-‐regulated learning in a dual learning environment. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction (EARLI), Budapest, Hungary. Dear reader, Thank you for you interest in my and my colleagues’ work. Below you can find the abstract of this conference paper, as it was published in the conference proceedings. This should be considered as work in progress, and therefore I would like to ask you to cite the final version of this work, published as: Endedijk, MD, Vermunt, J. D., Verloop, N., & Brekelmans, M. (2012). The nature of student teachers’ regulation of learning in teacher education. British Journal of Educational Psychology, 82, 469-‐…
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Endedijk, MD, Brekelmans, M., Vermunt, J., & Verloop, N.(2008, May). Individuele verschillen tussen docenten in opleiding in kwaliteit van zelfregulerend leren. Paper
MD Endedijk
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Autor:innen:MD Endedijk
Beschreibung:Universitaire lerarenopleidingen bestaan steeds vaker uit duale programma’s waarbij het leren in twee leeromgevingen, het instituut en de school wordt gecombineerd. Deze programma’s vragen vaak een hoge mate van zelfregulatie van docenten in opleiding(dio’s): ze moeten een persoonlijk ontwikkelingsplan maken, leerbehoeftes formuleren, het leerproces monitoren en zichzelf beoordelen. Op deze manier kan de opleiding worden afgestemd op de persoonlijke ontwikkelbehoeftes van de dio’s, die vaak verschillen van elkaar door variaties in opleidingsachtergrond en ervaring. Het is echter onduidelijk in welke mate dio’s in staat zijn om hun leerproces in dergelijke mate zelf aan te sturen, evenals hoe de opleiding kan bijdragen aan de ontwikkeling hiervan. In de afgelopen decennia heeft onderzoek inzicht in zelfregulatieprocessen gegeven en zijn er implicaties voor de inrichting van het onderwijs geformuleerd (Schunk, 2005; Pintrich, 2000). Echter, dit onderzoek is veelal gericht op het leren van leerlingen in traditionele leeromgevingen, over zelfregulatie van leerprocessen van dio’s is nog maar weinig bekend. De hoofdvraag van dit onderzoek is:“Wat is de kwaliteit van zelfregulatie van docenten in een duale opleiding?” Om zelfregulatie te meten zijn achtentwintig dio’s van één universitaire lerarenopleiding gevraagd om met behulp van een logboek zes keer een leerervaring en bijbehorende regulatieaspecten te beschrijven. De deelnemende dio’s waren geselecteerd om zoveel mogelijk variatie te krijgen in schoolvak, lerarenopleider, opleidingsvariant en geslacht. De helft van de dio’s waren op het moment van onderzoek drie …
Ressourcen:[PDF] from researchgate.net
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Endedijk, M. D., Vermunt, JD, Meijer, P. C., & Brekelmans, M.(2010). Student teachers‘ individual growth in self-‐regulated learning throughout a dual learning programme. Paper
MD Endedijk
Studies in Higher Education 39 (7), 1116-1138
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Autor:innen:MD Endedijk
Journal:Studies in Higher Education
Band:39
Ausgabe:7
Seiten:1116-1138
Beschreibung:One of the tasks of preservice teacher education is to support student teachers to develop the conceptions and self-regulated learning skills necessary for lifelong learning (Feiman-Nemser, 2001; Hagger, Burn, Mutton, & Brindley, 2008; Kremer-Hayon & Tillema, 1999). However, scientific knowledge about how student teachers’ self-regulated learning (SRL) develops while learning in practice and at university is scarce. Therefore, this study aimed at describing the individual growth in student teachers’ SRL throughout such a dual learning programme. A longitudinal design with three measurement occasions was adopted in this study, in which 81 (90%) student teachers of one teacher education programme volunteered to participate. Their learning orientations were measured with the Inventory Learning to Teach Process (Oosterheert, Vermunt, & Denessen, 2002) and their regulation activities by means of multiple structured question logs. Longitudinal multilevel analyses showed that student teachers became more passive in their regulation throughout the programme. Furthermore, one third of the student teachers changed in the direction of independent meaning-oriented learning. On the other hand, the majority kept the same orientation over time or changed away from independent meaning-oriented learning. Also differences between two tracks of the programme were found. Implications of the results for theory and practice are discussed.
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Mind the Gap
N van Hattum-Janssen, MD Endedijk
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Autor:innen:N van Hattum-Janssen, MD Endedijk
Beschreibung:This study seeks to explore why around 40% of the alumni of technical degree programmes in higher education in the Netherlands leave the technical sector in spite of the high number of technical vacancies available. The study is part of a larger project called Mind the Gap that explores professional identity as a constellation that provides a key to understanding the career choices of technical alumni, assuming that a stronger and deeper professional identity as an engineer leads to stronger commitment to the engineering profession. Through life history interviews with eight male engineering alumni from a university and a university of applied sciences who stayed in the technical sector, a contextualisation for their choices in study and career is provided. Results indicate that there are two trajectories the alumni went through, one being a more applied and focused engineering trajectory, the other being a more theoretical trajectory where engineering was one of the options amidst a number of other technical and less technical options. Further research into life histories of women and those who left the technical sector, male and female is foreseen.
Ressourcen:[PDF] from techyourfuture.nl
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Endedijk, M., Meijer, P., Vermunt, J., & Brekelmans, M.(2009). The development of student teachers’ quality of self-‐regulated learning and learning orientations in a dual …
MD Endedijk
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Autor:innen:MD Endedijk
Beschreibung:Most of the studies on self-regulated learning (SRL) are focused on students in traditional instructional settings, much less is known about the quality is of student teachers’ SRL and how this develops during a work-based teacher education programme. These dual learning programmes call upon a high degree of SRL in student teachers. Our previous study showed that the quality of student teachers’ SRL should not only be described by the traditional distinction of active and passive learning, but also by the different regulation activities that are used for practice learning versus academic learning. Furthermore, half of the student teachers showed friction between their quality of SRL and their learning orientation. Therefore, this paper will focus on the development of student teachers’ quality of SRL and learning orientation during a one-year teacher education programme. To measure the learning orientation the Inventory Learning to Teach Process (ILTP) was used. The quality of SRL was assessed with a structured log in which the student teachers had to describe in their own words six self-chosen learning experiences and corresponding regulation activities with help of multiple choice questions. In total 78 of our 89 student teachers volunteered to participate in this study. They were asked to complete the questionnaires and logs on three moments during the teacher education programme: three, six and eight months after they started. Because the student teachers followed different educational programmes and had different supervisors, they were also questioned about their perception of the learning environment.
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(2008, January). Towards better understanding of the concept of self-‐regulated learning in teacher education. Paper
MD Endedijk, M Brekelmans, J Vermunt, N Verloop
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Autor:innen:MD Endedijk, M Brekelmans, J Vermunt, N Verloop
Beschreibung:Recently, research on self-‐regulated learning(SRL) has become increasing important, since more and more different curricula demand SRL from their students. These new curricula are based on constructivist theories of learning in which students’ learning activities are under control of the learner (Vermunt, 1998). Students are expected to master lifelong learning skills in order to be able to regulate their own learning once they are working in their fields of expertise (Van Eekelen, Boshuizen, & Vermunt, 2005). These changes are not only restricted to primary and secondary education, but especially vocational education has faced a lot of changes. For example, former models of vocational education were front-‐end, they required a period of formal education and/or training to be completed by entrants to an occupation before they can be regarded as qualified workers (Hager, 2004). Models for vocational education are now more often based on forms of dual learning. In dual learning programmes, students learn in two types of learning environments at the same time: they study at the educational institute and they learn from teaching at the practice school(Vermunt, 2003). Also university-‐based teacher education is many a time organized in dual learning programmes and often calls upon a high degree of SRL in student teachers: they have to clarify their learning needs, formulate personal development plans, document their learning progress in a portfolio, monitor their learning processes, self-‐evaluate their competencies, reflect on their learning, combine information from many different sources, and so on. The ability to steer one’s own …
Ressourcen:[PDF] from researchgate.net
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in teacher learning in different phases of the professional career. Learning and Individual Differences, 21, 294-302. doi: 10.1016/j. lindif. 2010.11. 019
Jan D Vermunt, Maaike D Endedijk
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Autor:innen:Jan D Vermunt, Maaike D Endedijk
Beschreibung:This paper reviews recent research on learning patterns of student teachers and experienced teachers, mostly in the context of educational innovation and teachers’ professional development. The discussion is structured along a model of teacher learning patterns comprising learning activities, regulation of learning, beliefs on own learning about teaching, motivations to learn about teaching, learning outcomes, and personal and contextual factors. A learning pattern is conceived as a coherent whole of learning activities that learners usually employ, their beliefs about own learning and their learning motivation; a whole that is characteristic of them in a certain period. Patterns in teacher learning across studies are identified and problematic aspects of teacher learning and discussed. It is concluded that teachers differ in the learning patterns they adopt, and that these patterns differ with regard to the quality of teacher learning and professional development in the context of adaptation to educational change and innovations. Implications for fostering teacher learning are derived.
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D., Vermunt, D., Meijer, PC and Brekelmans, M:(in press) Students’ development in self-regulated learning in postgraduate professional education: A longitudinal study
M Endedijk
Studies in Higher Education
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Autor:innen:M Endedijk
Journal:Studies in Higher Education
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